영어 강세의 이론과 지도 방안
Theory and Teaching Methods for Teaching English Stress.
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Abstract
The purpose of this paper is to explain theoretical background and methods for teaching English stress to English learners and teachers. Many learners do not realize that English is a stress-timed language while Korean is a syllable-timed language. Due to L1 transfer to L2, learners give all syllables equal stress in producing English and thus hinder native speakers' comprehension; it is a major priority in the pronunciation classroom to explain and illustrate for learners the stress- timed nature and rhythm of English. Therefore, this paper documents characteristics of English stress, phonetic comparison of Korean and English rhythm using Praat, and several methods of teaching English stress including a method using a Korean traditional drum. The method, which is visible and physical, motivates leaners and encourages them to learn English pronunciation. The best way to learn to pronounce a second language accurately is to imitate a native speaker; it is more effective if leaners are taught English stress and rhythm, and the difference between English and Korean sounds prior to production, especially for adult learners.
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