한국어 발음 교육에서 음운변동과 이해명료성(intelligibility)의 관계에 대한 이론적 고찰

Abstract

This paper examines how to theoretically approach Korean phonemic alternations, focusing on intelligibility—defined as the clarity of pronunciation. While phonemic alternations and segmental errors are often evaluated differently, existing studies do not reflect these distinctions in their assessment of intelligibility. This study proposes evaluating intelligibility not by phonemic alternation types themselves but by the error patterns they exhibit. These patterns are classified based on Korean phonological structure and learner data. In particular, misapplications of phonemic alternations are categorized into three types: (1) elimination of the syllable-final, (2) replacement of the syllable final, and (3) replacement of the syllable initial. By identifying which error patterns are prevalent among learners of specific language backgrounds, it becomes possible to predict which alternations most affect intelligibility. This perspective offers theoretical support for intelligibility-based instruction in Korean pronunciation education.