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The effects of teaching linking in Korean EFL listening class

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주제분류언어학

초록

This study investigates the effects of teaching linking in Korean EFL listening class, presenting phonetic analyses and survey results. Instructions on linking at word boundaries (C-V, C-C, C-G) were given for 8 weeks in a university TOEIC listening class of 40 students. Students correctly identified the position of linking in 75% of the data, and performed linking correctly in 74% of the data. Putting a pause was the most common non -linking error, followed by glottalization, vowel insertion, and consonant release. Pre - and post -surveys were conducted to assess the effects of teaching linking on listening proficiency in the affective domain. A comparison of pre- and post-survey responses indicates that students’ awareness of linking and perception toward pronunciation have significantly increased.

Abstract

This study investigates the effects of teaching linking in Korean EFL listening class, presenting phonetic analyses and survey results. Instructions on linking at word boundaries (C-V, C-C, C-G) were given for 8 weeks in a university TOEIC listening class of 40 students. Students correctly identified the position of linking in 75% of the data, and performed linking correctly in 74% of the data. Putting a pause was the most common non -linking error, followed by glottalization, vowel insertion, and consonant release. Pre - and post -surveys were conducted to assess the effects of teaching linking on listening proficiency in the affective domain. A comparison of pre- and post-survey responses indicates that students’ awareness of linking and perception toward pronunciation have significantly increased.

참고문헌 (36)

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