페르시아어 초급 학습자의 단어 읽기 능력 향상 교육을 위한 표기형-발음형 대응 관계 연구

Abstract

Persian has an abjad writing system, which means that words are mostly written with consonants only, and some vowels and diacritics are not written. Therefore, Persian learners have to practice inserting appropriate vowels into the combinations of consonants based on the context when they read Persian written texts. This is one of the challenges that Persian beginners face when learning to read Persian. For this reason, many Persian beginners’ textbooks suggest methods to increase familiarity with Persian words and expressions through the Persian pronunciation written in Roman scripts first, rather than teaching Persian through Persian scripts. In a 4-year university curriculum, which is a short period of time for learning strategic foreign languages in Korea, it is necessary to efficiently organize the teaching programs for word reading through Persian scripts. This study first examines how many pronunciation forms correspond to a written form of a word. To measure this, the study uses two indicators: CR (concentration ratio) and CV (coefficient of variation). The shows that 95.51% of Persian orthographic forms correspond to a single pronunciation, with no confusion between pronunciation. This study also examines the usage of vowels /a, e, o/ that are not reflected in the orthography. The results show that /a/ is used in 62.25% of cases. This study also shows that after velar consonants /k, g, x/, the vowel /o/ is often used, and the vowel /e/ after palatal consonants /č, ž/, the vowel /a/ after alveolar stops /t, d/. This study’s findings are significant because they can be used to improve the effectiveness of Persian beginners’ reading ability.