미얀마인 중고급 한국어 학습자의 분절음 오류 빈도

Abstract

This study aims to investigate the frequency of segmental sound errors in Myanmar intermediate-advanced Korean learners and provide basic data for pronunciation education of Myanmar Korean learners. Segmental sound errors in the reading speech of 10 Myanmar intermediate-advanced learners were extracted based on the positions of initial, medial, and final segments, and then analyzed based on the frequency, types, and causes of errors. The initial consonant error rates of the learners ranged from 1.5% to 5.0%, and many of them were errors in pronouncing the flat /s(ㅅ)/ as the hard /s*(ㅆ)/. The causes of the mistakes were the non-application of Korean phonological rules, differences in syllable structure and syllable structure constraints between the two languages, and differences in the phonological system and allophones. The final consonant error rates are high, ranging from 14.7% to 47.6%, and the frequency of errors is in the order of ‘dropping > substitution > adding.’ In particular, the dropout of /ㅣ(ㄹ)/ is high in almost all learners, ranging from 45.9% to 68.9%. This shows that the most important thing to focus on in pronunciation education for Myanmar people is the pronunciation of the final consonant, especially the /ㅣ(ㄹ)/ of the final consonant. The error rates of the medial vowel ranged from 1.9% to 7.5%, showing a large difference among learners compared to the initial consonant, and it is difficult to generalize because the types of errors are diverse. However, the centralization phenomenon in which the /a(ㅏ)/ vowel in a closed syllable was changed to /ɛ(ㅐ)/ and the substitution in which the objective particle ‘ɯl/ɾɯl(을/를)’ was changed to /u(ㅜ)/ were observed in many learners. The significance of this study lies in the fact that it quantitatively analyzed the pronunciation errors of Myanmar intermediate and advanced learners through reading speech based on refined text and distinguished common errors from individual errors.