영한 통역을 위한 영어 듣기 지도
Teaching English Listening Comprehension for English-to-Korean Interpreting
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초록
The writer conducted an experiment to see what cause Korean students of English to experience difficulty in understanding spoken English. The experiment centers on some phonological phenomena such as assimilation, dissimilation, elision, contraction, and blending, etc.. For the experiment 20 English college students were given two kinds of listening tests−Test A and Test B−each of which consists of the two tests that were the same, but they were pronounced and recorded in different ways by a native speaker of English. That is, the 20 English sentences of Test A were pronounced excluding the phonological phenomena of sound changes, while Test B included them. The result of the experiment is that the 20 students understood only 9.25 percent average of the 20 English sentences of test A, while they understood 37.5 percent average of Test B. It was brought out that Korean students experiences much more trouble in listening to natural English with the phonological phenomena of sound changes than in listening to unnatural English without them. This research implies that Korean interpreting schools need to offer prospective interpreters English phonetics courses.
Abstract
The writer conducted an experiment to see what cause Korean students of English to experience difficulty in understanding spoken English. The experiment centers on some phonological phenomena such as assimilation, dissimilation, elision, contraction, and blending, etc.. For the experiment 20 English college students were given two kinds of listening tests−Test A and Test B−each of which consists of the two tests that were the same, but they were pronounced and recorded in different ways by a native speaker of English. That is, the 20 English sentences of Test A were pronounced excluding the phonological phenomena of sound changes, while Test B included them. The result of the experiment is that the 20 students understood only 9.25 percent average of the 20 English sentences of test A, while they understood 37.5 percent average of Test B. It was brought out that Korean students experiences much more trouble in listening to natural English with the phonological phenomena of sound changes than in listening to unnatural English without them. This research implies that Korean interpreting schools need to offer prospective interpreters English phonetics courses.
참고문헌 (9)
- 박형기, "Language Acquisition through the Ear-gate", 영어교육, 19 (1980)
- Brown, G, "Understanding Spoken Language", TESOL Quarterly, 12, pp.271~283 (1978)
- Nord, J., "The Importance of Listening", The English Teachers' Magazine, 24(10), pp.34~39 (1975)
- Postovsky, V. A., "The Priority of Aural Comprehension in the Language Acquisition Process", 4th AILA World Congress (1975)
- Prince, M., "One Aspect of Listening Comprehension: English Rhythm and Reduced Syllables", 영어교육, 21 (1981)
- Rivers, W., "A Practical Guide to the Teaching of English as a Second or Foreign Language" (1978), Oxford University Press
- Rivers, W., "Hearing and Comprehending", English Teaching Forum, 18, pp.16~19 (1980)
- Rivers, W., "Teaching Foreign Language Skills" (1981), The University of Chicago Press
- Stanley, J., "Teaching Listening Comprehension", TESOL Quarterly, 12, pp.285~296 (1978)