영어학습자 발음의 리듬향상과 관련된 언어요인 연구
A study of rhythm improvements and relevant linguistic factors in the pronunciation of English learners
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제2언어 학습자 발음은 명시적인 발음학습의 도움으로 인지도를 향상시킬수 있다는 점이 많은 연구에서 제시되어왔고, 이러한 발음학습의 효과는제2언어교육뿐만 아니라 외국어교육에서도 나타난다. 본 연구에서는 30명의 대학생 영어학습자의 발음 자료를 통해 발음학습 이후에 나타나는 리듬변화를 세 가지 언어요인을 대상으로 분석해 보고, 학습자의 리듬개선에 긍정적인 영향을 주는 요인은 무엇이고 어떻게 발음이 변화하는가의관계를 분석해 보고자 한다. 세 가지 언어요인은 음향음성적으로 리듬을측정하는 방법 중 하나인 표준화된 연속모음변동지수, 음운론적 구조와관련되는 핵음절 길이 변화, 그리고 어휘적 요인으로 기능어 단어의 발음약화를 계량화하여 리듬평가 결과와 연계하여 검토해 보았다. 연구 결과는 세 가지 언어요인이 리듬평가 점수와 관련되어 있음을 확인하고, 개별적인 요인 중 하나의 절대적 기준이 있는 것이 아니라 종합적으로 자연스러운 리듬 개선에 관여하는 것으로 분석되었다.
Abstract
Many researchers have suggested that second language learners' speech can be improved in terms of intelligibility and/or comprehensibility with the help of explicit pronunciation instructions, whose benefits are also found in foreign language contexts. This study investigates a way to quantify the rhythm changes of 30 college students, who have received explicit pronunciation instructions over 15 weeks (2 hours per week). A rhythm evaluation was performed with a 7 point scale by a native English speaker. The evaluation scores are analyzed in terms of three linguistic factors: a phonetic factor (Vocalic nPVI), a phonological factor (prominent tonic syllable), and a lexical factor (function word reduction), all of which are known to contribute to the characteristics of English rhythm. The results show that combinations of the factors, rather than a single factor, are responsible for the perceived naturalness of learners' speech rhythm. One of the implications of the results is that the linguistic factors can effectively be used as pronunciation teaching strategies to improve learners' rhythm. Rhythm evaluation and its measurable linguistic indicators will need further attentions in order to develop effective strategies in teaching English pronunciation.
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