초등학교 국어과 발음 단원의 내용 연구

Abstract

This study examined the contents of pronunciation units of primary Korean textbooks provided by the 5th, 6th, and 7th National Curriculum. The previous study categorized pronunciation units into five sub categories according to the unit contents. The current study analyzed the contents of each category and examined its appropriateness. The results are as follows. (1) The contents of ‘vowel’ units: In the 5th curriculum, there was a great difference in the portion of each phoneme but this difference reduced and balanced out in later curriculum. However, the vowels included gliding sound /j/ among diphthong still don’t have enough focus. (2) The contents of ‘prosody’ units: The 5th curriculum included length, stress and intonation and they occupied 23% of pronunciation units which was too high. From the 6th curriculum only length was dealt with about 7%, but many teachers feel difficult teaching it. (3) The contents of ‘consonant(an initial)’ units: The 5th curriculum tended to focus on lenis, fortis, and pairs of aspirated sounds(especially fortis). The portion of phonemes balanced out in later curriculum but disregard of glides and nasals remained the same. (4) The contents of ‘the variation of the final consonant of syllable’ units: The 5th curriculum included many final consonants of syllable but 6th and 7th curriculum excluded six the single-final consonant and two the double-final consonant of syllable, /ㄽ, ㄶ/, with no proper reason. (5) The contents of ‘phonological variation’ units: The greatest differences were found for this category in three curriculum. Only ‘addition’, ‘aspiration’, and ‘/ㄹ/→/ㄴ/’ were included in all three curriculum. Further study and discussion will be necessary on this area.