7차 교육과정을 수료한 대학생들의 영어 억양패턴에 나타난 의사소통 능력 평가
An Intonational Assessment of English Communicative Competence of Korean College Students with the 7th Curriculum
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초록
This paper attempts to investigate the English intonational patterns of Korean students, especially focusing on those who went through the 7th English curriculum in their middle and high schools. The 7th curriculum, which has put particular emphasis on improving students' communicative competence, will be assessed through a phonetic experiment conducted to see if Korean learners produce the successful intonation patterns in English. In the experiment, we analyzed their pitch accent distribution, high and low pitch accent values, pitch ranges and edge tones. The results showed that Korean learners of English did not show a correct production of pitch accents, which implies that they do not successfully perform tonal strategies for communication, ignoring contextual meaning and informative weight of words. Concerning the edge tones, Korean learners showed a problem with the H-H% edge tone in that they incorrectly produced L-H% in interrogatives. The results can be interpreted as stating that the communicative goal in the 7th curriculum was not successfully accomplished. Therefore, it is suggested that the assignment of pitch accents associated with their semantic/communicative use should be emphasized, and that a correct phonetic/articulatory method of how to produce pitch accents and edge tones should be highlighted in teaching English intonation in middle and high schools in Korea.
Abstract
This paper attempts to investigate the English intonational patterns of Korean students, especially focusing on those who went through the 7th English curriculum in their middle and high schools. The 7th curriculum, which has put particular emphasis on improving students' communicative competence, will be assessed through a phonetic experiment conducted to see if Korean learners produce the successful intonation patterns in English. In the experiment, we analyzed their pitch accent distribution, high and low pitch accent values, pitch ranges and edge tones. The results showed that Korean learners of English did not show a correct production of pitch accents, which implies that they do not successfully perform tonal strategies for communication, ignoring contextual meaning and informative weight of words. Concerning the edge tones, Korean learners showed a problem with the H-H% edge tone in that they incorrectly produced L-H% in interrogatives. The results can be interpreted as stating that the communicative goal in the 7th curriculum was not successfully accomplished. Therefore, it is suggested that the assignment of pitch accents associated with their semantic/communicative use should be emphasized, and that a correct phonetic/articulatory method of how to produce pitch accents and edge tones should be highlighted in teaching English intonation in middle and high schools in Korea.
참고문헌 (22)
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