음절 구조와 음소 배열 제약을 고려한 한국어 자음 교육 - 음절 말음을 중심으로
The teaching of Korean consonants considering syllable structure and phonotactic constraints
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This study aims to propose the teaching method of Korean consonants considering syllable structure and phonotactic constraints. The main purpose of this study is to treat Korean coda consonants for learners of Korean. I have proposed some suggestions on the way of teaching Korean coda consonants to learners of Korean. In First, the education of Korean coda consonants must be differentiated from the education of onset consonants. For some restrictions, there are many cases that Korean consonants cannot be distributed in coda position. But foreign speakers cannot recognize that kind of distributional restriction in Korean language. So learners of Korean can make some ill-formed syllable structures just because of wrong application of consonants in coda position. Secondly, unmarked syllable structure should be considered for teaching of Korean coda consonants. In the view of markedness, consonant that has lower sonority is strongly restricted in coda position. So learners of Korean cannot recognize Korean coda obstruents easily. In this case, it may be useful to propose coda consonants that has higher sonority like liquid and nasal
Abstract
This study aims to propose the teaching method of Korean consonants considering syllable structure and phonotactic constraints. The main purpose of this study is to treat Korean coda consonants for learners of Korean. I have proposed some suggestions on the way of teaching Korean coda consonants to learners of Korean. In First, the education of Korean coda consonants must be differentiated from the education of onset consonants. For some restrictions, there are many cases that Korean consonants cannot be distributed in coda position. But foreign speakers cannot recognize that kind of distributional restriction in Korean language. So learners of Korean can make some ill-formed syllable structures just because of wrong application of consonants in coda position. Secondly, unmarked syllable structure should be considered for teaching of Korean coda consonants. In the view of markedness, consonant that has lower sonority is strongly restricted in coda position. So learners of Korean cannot recognize Korean coda obstruents easily. In this case, it may be useful to propose coda consonants that has higher sonority like liquid and nasal
참고문헌 (9)
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