A Study of Korean EFL Learners’ Awareness of English Syllables
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참고문헌
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초록
This study explores the error patterns of Korean learners of English in the perception of English syllables. With the aim of finding a common cause of pronunciation errors and raising students' phonological awareness of English, a syllable counting survey questionnaire was designed and administered to university students in Korea. A survey questionnaire included 40 words with different combinations of syllable structures and patterns to measure students' current awareness of English syllables. The words listed on the questionnaire were categorized into different groups with respect to the error patterns of initial consonant cluster words versus final consonant cluster words. The data from the survey was thoroughly analyzed to identify which syllable structures are problematic to Korean learners as well as to determine how Korean transcription of English borrowed words affects them in terms of the number of syllables. The results collected from 60 students showed higher error percentages in words that begin with initial consonant clusters compared to final consonant clusters. Statistical analysis was performed using p-value to find the correlation between the error percentage of initial and final consonant cluster words, and it indicated the error tendency moved in the same direction. Students who misperceived the initial consonant cluster words also showed errors in the final consonant cluster words. The results also suggest that Korean students have more difficulties when the number of syllables of an English word and its Korean transcription do not match, which proves that the orthography of EFL learners’ L1 affects their learning of a second language. The findings from this study is expected to be utilized in classrooms to help teachers diagnose Korean students’ pronunciation difficulties and to enhance their intelligibility for effective communication in English.
Abstract
This study explores the error patterns of Korean learners of English in the perception of English syllables. With the aim of finding a common cause of pronunciation errors and raising students' phonological awareness of English, a syllable counting survey questionnaire was designed and administered to university students in Korea. A survey questionnaire included 40 words with different combinations of syllable structures and patterns to measure students' current awareness of English syllables. The words listed on the questionnaire were categorized into different groups with respect to the error patterns of initial consonant cluster words versus final consonant cluster words. The data from the survey was thoroughly analyzed to identify which syllable structures are problematic to Korean learners as well as to determine how Korean transcription of English borrowed words affects them in terms of the number of syllables. The results collected from 60 students showed higher error percentages in words that begin with initial consonant clusters compared to final consonant clusters. Statistical analysis was performed using p-value to find the correlation between the error percentage of initial and final consonant cluster words, and it indicated the error tendency moved in the same direction. Students who misperceived the initial consonant cluster words also showed errors in the final consonant cluster words. The results also suggest that Korean students have more difficulties when the number of syllables of an English word and its Korean transcription do not match, which proves that the orthography of EFL learners’ L1 affects their learning of a second language. The findings from this study is expected to be utilized in classrooms to help teachers diagnose Korean students’ pronunciation difficulties and to enhance their intelligibility for effective communication in English.
참고문헌 (19)
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