Pronunciation Errors and Strategies by Korean L2 learners of Mongolian
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The main purpose of this paper is to offer a typological observation ofpossible errors in the pronunciation of Mongolian sounds by Koreanlearners of Mongolian. It is examined that pronunciation errors are mainlyattributed to different phonemic inventories and phonological featuresbetween the Korean language (native language) and the Mongolianlanguage (target language). According to contrastive analysis, Mongolianvoiced and palatalized stops are the most difficult sounds for Koreanlearners to acquire because there is no corresponding segments in Korean. With regard to laryngeal features, Korean obstruents are contrastivedepending on the markedness of Glottal Width (GW) whereas Mongolianobstruents are marked with either Glottal Width (GW) or Glottal Tension(GT). Thus, Mongolian laryngeal system is more complicated than Koreanone. This may induce Korean learners to have difficulty in learningMongolian obstruents. In addition to the segmental differences betweenthe two languages, suprasegmental factors, such as syllable types andvowel length, can prevent Korean learners from acquiring the pronunciationof Mongolian sounds. For example, Mongolian allows a consonant clusterin coda position, which may lead Korean learners to insert epentheicvowels in between adjacent consonants. In Mongolian, vowel length is adistinctive feature to distinguish long vowels from short ones. However,the distinction between long and short vowels is insignificant in Korean. This paper also addresses that the Grammar-Translation method and Audio-lingual method that are popular in teaching foreign languages donot help Korean learners learn how to pronounce Mongolian phonemes. An alternative teaching method, the Silent Way seems to have benefitedmost by associating sounds with certain symbols, which allows Koreanlearners to facilitate an insight into Mongolian phonemes.
Abstract
The main purpose of this paper is to offer a typological observation ofpossible errors in the pronunciation of Mongolian sounds by Koreanlearners of Mongolian. It is examined that pronunciation errors are mainlyattributed to different phonemic inventories and phonological featuresbetween the Korean language (native language) and the Mongolianlanguage (target language). According to contrastive analysis, Mongolianvoiced and palatalized stops are the most difficult sounds for Koreanlearners to acquire because there is no corresponding segments in Korean. With regard to laryngeal features, Korean obstruents are contrastivedepending on the markedness of Glottal Width (GW) whereas Mongolianobstruents are marked with either Glottal Width (GW) or Glottal Tension(GT). Thus, Mongolian laryngeal system is more complicated than Koreanone. This may induce Korean learners to have difficulty in learningMongolian obstruents. In addition to the segmental differences betweenthe two languages, suprasegmental factors, such as syllable types andvowel length, can prevent Korean learners from acquiring the pronunciationof Mongolian sounds. For example, Mongolian allows a consonant clusterin coda position, which may lead Korean learners to insert epentheicvowels in between adjacent consonants. In Mongolian, vowel length is adistinctive feature to distinguish long vowels from short ones. However,the distinction between long and short vowels is insignificant in Korean. This paper also addresses that the Grammar-Translation method and Audio-lingual method that are popular in teaching foreign languages donot help Korean learners learn how to pronounce Mongolian phonemes. An alternative teaching method, the Silent Way seems to have benefitedmost by associating sounds with certain symbols, which allows Koreanlearners to facilitate an insight into Mongolian phonemes.
참고문헌 (12)
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