제2언어 학습자를 위한 한국어 파열음 발음 교육
Teaching the Pronunciation of Korean Plosives to Second Language Learners of Korean, focused on Chinese and Mongolian learners of Korean
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초록
This study aims to examine the effect of pitch-based pronunciation teaching of Korean plosives to Chinese and Mongolian learners of Korean. The participants of the study were 20 second language learners of Korean (10 Chinese and 10 Mongolian learners of Korean). For each language group, they were divided into two groups depending on the teaching method with which they were taught: 5 participants for a control group and 5 participants for an experimental group. The L2 learners of the control group were taught the pronunciation of Korean plosives using the audio-lingual method, whereas those who were in the experimental group were taught employing a pitch-based pronunciation teaching method. In order to examine the effectiveness of the latter teaching method, both pre-test and post-test, in which pitch values of plosives were measured, were conducted before and after pronunciation teaching. The major finding of the study is that only the pitch-based pronunciation teaching method is effective in that L2 learners of the experimental group changed their pronunciation of Korean plosives from pre-test to post-test. Specifically, they were able to pronounce Korean lenis, fortis, and aspirated stops with different pitch values after being taught using pitch-based pronunciation teaching method
Abstract
This study aims to examine the effect of pitch-based pronunciation teaching of Korean plosives to Chinese and Mongolian learners of Korean. The participants of the study were 20 second language learners of Korean (10 Chinese and 10 Mongolian learners of Korean). For each language group, they were divided into two groups depending on the teaching method with which they were taught: 5 participants for a control group and 5 participants for an experimental group. The L2 learners of the control group were taught the pronunciation of Korean plosives using the audio-lingual method, whereas those who were in the experimental group were taught employing a pitch-based pronunciation teaching method. In order to examine the effectiveness of the latter teaching method, both pre-test and post-test, in which pitch values of plosives were measured, were conducted before and after pronunciation teaching. The major finding of the study is that only the pitch-based pronunciation teaching method is effective in that L2 learners of the experimental group changed their pronunciation of Korean plosives from pre-test to post-test. Specifically, they were able to pronounce Korean lenis, fortis, and aspirated stops with different pitch values after being taught using pitch-based pronunciation teaching method
참고문헌 (15)
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