대학생 영어 음운변화 인식 능력 양상에 대한 연구
College Students’ Awareness of English Phonological Variation
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study examines the patterns of Korean college students’ awareness of English phonological variation, focusing on six major subcomponents: contraction, reduction, assimilation, /l/ velarization, /t/ flapping, and /t/ glottalization. A total of 137 first- and second-year students majoring in nursing, health, and culinary arts participated in the study. The English Phonological Variation Test (EPVT), validated using Cronbach’s α, was administered in a face-to-face format, and data were analyzed using SPSS 29.0. The results revealed significant variation in awareness levels across phonological subcomponents. Participants showed the lowest awareness of assimilation (M = 5.96), followed by /t/ glottalization (M = 7.18), /l/ velarization (M = 7.94), reduction (M = 8.69), contraction (M = 9.41), and /t/ flapping (M = 10.36). Notably, students had particular difficulty with reciprocal assimilation at word boundaries, indicating a lack of familiarity with English prosody and weakened syllables in stress-timed rhythm. In contrast, /t/ flapping was well-recognized, likely due to consistent phonological rules, frequent exposure in media and daily life, and instruction based on American English pronunciation models. These findings provide foundational data for developing t arget phonological instruction and learner-centered listening curricula in EFL contexts.
Abstract
This study examines the patterns of Korean college students’ awareness of English phonological variation, focusing on six major subcomponents: contraction, reduction, assimilation, /l/ velarization, /t/ flapping, and /t/ glottalization. A total of 137 first- and second-year students majoring in nursing, health, and culinary arts participated in the study. The English Phonological Variation Test (EPVT), validated using Cronbach’s α, was administered in a face-to-face format, and data were analyzed using SPSS 29.0. The results revealed significant variation in awareness levels across phonological subcomponents. Participants showed the lowest awareness of assimilation (M = 5.96), followed by /t/ glottalization (M = 7.18), /l/ velarization (M = 7.94), reduction (M = 8.69), contraction (M = 9.41), and /t/ flapping (M = 10.36). Notably, students had particular difficulty with reciprocal assimilation at word boundaries, indicating a lack of familiarity with English prosody and weakened syllables in stress-timed rhythm. In contrast, /t/ flapping was well-recognized, likely due to consistent phonological rules, frequent exposure in media and daily life, and instruction based on American English pronunciation models. These findings provide foundational data for developing t arget phonological instruction and learner-centered listening curricula in EFL contexts.