한국인 영어학습자들의 영어 강세에 대한 인식
Korean students’ knowledge of English stress
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This paper aims to see whether Korean learners of English are affected by English orthography, more specifically by consonant doubling, in assigning stress in English words. It investigates whether they are aware of the fact that stress plays an important role in determining the realization form of English vowels and consonants as well. For the purpose, a phonetic experiment was conducted with trisyllabic nonsense words such as Macatin-Maccatin-Macattin. Furthermore, the stress patterns produced by Korean students and native English speakers as well as the pitch of the stressed and the unstressed syllables were compared by using Praat. According to the results, first,consonant doubling does not exert influence upon stress location. Second, the native English speakers assign stress more flexibly than the Korean students. Third, the pitch difference between stressed and unstressed syllables is much larger in the words produced by the native English speakers than that by the Korean students. Besides, the results carry significant implications for teaching English pronunciation to Korean learners of English. It seems necessary to teach them the importance and functions of stress in English and the Spelling-Pronunciation Rules, which illustrate how English vowel letters are phonetically realized in stressed and unstressed positions.
Abstract
This paper aims to see whether Korean learners of English are affected by English orthography, more specifically by consonant doubling, in assigning stress in English words. It investigates whether they are aware of the fact that stress plays an important role in determining the realization form of English vowels and consonants as well. For the purpose, a phonetic experiment was conducted with trisyllabic nonsense words such as Macatin-Maccatin-Macattin. Furthermore, the stress patterns produced by Korean students and native English speakers as well as the pitch of the stressed and the unstressed syllables were compared by using Praat. According to the results, first,consonant doubling does not exert influence upon stress location. Second, the native English speakers assign stress more flexibly than the Korean students. Third, the pitch difference between stressed and unstressed syllables is much larger in the words produced by the native English speakers than that by the Korean students. Besides, the results carry significant implications for teaching English pronunciation to Korean learners of English. It seems necessary to teach them the importance and functions of stress in English and the Spelling-Pronunciation Rules, which illustrate how English vowel letters are phonetically realized in stressed and unstressed positions.
참고문헌 (34)
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