중국인 학습자의 한국어 모음 습득에 대한 제2언어 습득 모델 비교 연구
A Comparative Study of Second Language Acquisition Models: Focusing on Vowel Acquisition by Chinese Learners of Korean
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This study provided longitudinal examination of the Chinese learners’ acquisition of Korean vowels. Specifically, Iexamined the Chinese learners’ Korean monophthongs /i, e, ɨ, ʌ, a, u, o/ that were created at the time of 1 month and 12months, tried to verify empirically how they learn by dealing with their mother tongue, and Korean vowels through dealingwith pattern of the Perceptual Assimilation Model (henceforth PAM) of Best (Best, 1993; 1994; Best & Tyler, 2007) and theSpeech Learning Model (henceforth SLM) of Flege (Flege, 1987; Bohn & Flege, 1992, Flege, 1995). As a result, most of thepresent results are shown to be similarly explained by the PAM and SLM, and the only discrepancy between these twomodels is found in the ‘similar’ category of sounds between the learners' native language and the target language. Specifically, the acquisition pattern of /u/ and /o/ in Korean is well accounted for the PAM, but not in the SLM. The SLMdid not explain why the Chinese learners had difficulty in acquiring the Korean vowel /u/, because according to the SLM, thevowel /u/ in Chinese (the native language) is matched either to the vowel /u/ or /o/ in Korean (the target language). Namely,there is only a one-to-one matching relationship between the native language and the target language. In contrast, the Chineselearners' difficulty for the Korean vowel /u/ is well accounted for in the PAM in that the Chinese vowel /u/ is matched tothe vowel pair /o, u/ in Korean, not the single vowel, /o/ or /u/.
Abstract
This study provided longitudinal examination of the Chinese learners’ acquisition of Korean vowels. Specifically, Iexamined the Chinese learners’ Korean monophthongs /i, e, ɨ, ʌ, a, u, o/ that were created at the time of 1 month and 12months, tried to verify empirically how they learn by dealing with their mother tongue, and Korean vowels through dealingwith pattern of the Perceptual Assimilation Model (henceforth PAM) of Best (Best, 1993; 1994; Best & Tyler, 2007) and theSpeech Learning Model (henceforth SLM) of Flege (Flege, 1987; Bohn & Flege, 1992, Flege, 1995). As a result, most of thepresent results are shown to be similarly explained by the PAM and SLM, and the only discrepancy between these twomodels is found in the ‘similar’ category of sounds between the learners' native language and the target language. Specifically, the acquisition pattern of /u/ and /o/ in Korean is well accounted for the PAM, but not in the SLM. The SLMdid not explain why the Chinese learners had difficulty in acquiring the Korean vowel /u/, because according to the SLM, thevowel /u/ in Chinese (the native language) is matched either to the vowel /u/ or /o/ in Korean (the target language). Namely,there is only a one-to-one matching relationship between the native language and the target language. In contrast, the Chineselearners' difficulty for the Korean vowel /u/ is well accounted for in the PAM in that the Chinese vowel /u/ is matched tothe vowel pair /o, u/ in Korean, not the single vowel, /o/ or /u/.
참고문헌 (16)
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