음향 실험을 기초로 한 몽골어와 한국어의 단모음 대조분석
Contrastive Analysis of Mongolian and Korean MonophthongsBased on Acoustic Experiment
0
조회
0
다운로드
18
인용
0
참고문헌
키워드
초록
This study aims at setting the hierarchy of difficulty of the 7 Korean monophthongs for Mongolian learners of Korean according to Prator’s theory based on the Contrastive Analysis Hypothesis. In addition to that, it will be shown that the difficulties and errors for Mongolian learners of Korean as a second or foreign language proceed directly from this hierarchy of difficulty. This study began by looking at the speeches of 60 Mongolians for Mongolian monophthongs; data were investigated and analyzed into formant frequencies F1 and F2 of each vowel. Then, the 7 Korean monophthongs were compared with the resultant Mongolian formant values and are assigned to 3 levels, ‘same’, ‘similar’ or ‘different sound’. The findings in assessing the differences of the 8 nearest equivalents of Korean and Mongolian vowels are as follows: First, Korean /a/ and /Λ/ turned out as a ‘same sound’ with their counterparts, Mongolian /a/ and /□/. Second, Korean /i/, /e/, /o/, /u/ turned out as a ‘similar sound’ with each their Mongolian counterparts /i/, /e/, /o/, /u/. Third, Korean /□/ which is nearest to Mongolian /i/ in terms of phonetic features seriously differs from it and is thus assigned to ‘different sound’. And lastly, Mongolian /□/ turned out as a ‘different sound’ with its nearest counterpart, Korean /u/. Based on these findings the hierarchy of difficulty was constructed. Firstly, 4 Korean monophthongs /a/, /Λ/, /i/, /e/ would be Level 0(Transfer); they would be transferred positively from their Mongolian counterparts when Mongolians learn Korean. Secondly, Korean /o/, /u/ would be Level 5(Split); they would require the Mongolian learner to make a new distinction and cause interference in learning the Korean language because Mongolian /o/, /u/ each have 2 similar counterpart sounds; Korean /o, u/, /u, o/. Thirdly, Korean /□/ which is not in the Mongolian vowel system will be Level 4(Overdifferentiation); the new vowel /ɨ/ which bears little similarity to Mongolian /i/, must be learned entirely anew and will cause much difficulty for Mongolian learners in speaking and writing Korean. And lastly, Mongolian /□/ will be Level 2(Underdifferentiation); it is absent in the Korean language and doesn’t cause interference in learning Korean as long as Mongolian learners avoid using it.
Abstract
This study aims at setting the hierarchy of difficulty of the 7 Korean monophthongs for Mongolian learners of Korean according to Prator’s theory based on the Contrastive Analysis Hypothesis. In addition to that, it will be shown that the difficulties and errors for Mongolian learners of Korean as a second or foreign language proceed directly from this hierarchy of difficulty. This study began by looking at the speeches of 60 Mongolians for Mongolian monophthongs; data were investigated and analyzed into formant frequencies F1 and F2 of each vowel. Then, the 7 Korean monophthongs were compared with the resultant Mongolian formant values and are assigned to 3 levels, ‘same’, ‘similar’ or ‘different sound’. The findings in assessing the differences of the 8 nearest equivalents of Korean and Mongolian vowels are as follows: First, Korean /a/ and /Λ/ turned out as a ‘same sound’ with their counterparts, Mongolian /a/ and /□/. Second, Korean /i/, /e/, /o/, /u/ turned out as a ‘similar sound’ with each their Mongolian counterparts /i/, /e/, /o/, /u/. Third, Korean /□/ which is nearest to Mongolian /i/ in terms of phonetic features seriously differs from it and is thus assigned to ‘different sound’. And lastly, Mongolian /□/ turned out as a ‘different sound’ with its nearest counterpart, Korean /u/. Based on these findings the hierarchy of difficulty was constructed. Firstly, 4 Korean monophthongs /a/, /Λ/, /i/, /e/ would be Level 0(Transfer); they would be transferred positively from their Mongolian counterparts when Mongolians learn Korean. Secondly, Korean /o/, /u/ would be Level 5(Split); they would require the Mongolian learner to make a new distinction and cause interference in learning the Korean language because Mongolian /o/, /u/ each have 2 similar counterpart sounds; Korean /o, u/, /u, o/. Thirdly, Korean /□/ which is not in the Mongolian vowel system will be Level 4(Overdifferentiation); the new vowel /ɨ/ which bears little similarity to Mongolian /i/, must be learned entirely anew and will cause much difficulty for Mongolian learners in speaking and writing Korean. And lastly, Mongolian /□/ will be Level 2(Underdifferentiation); it is absent in the Korean language and doesn’t cause interference in learning Korean as long as Mongolian learners avoid using it.
참고문헌 (22)
- 김영송, "우리말 소리의 연구", pp.104~116 (1981), 과학사
- 김정효, "몽골인 한국어 학습자의 음소 인지 오류에 대한 고찰", 한중인문학연구, (24), pp.379~392 (2008), 한중인문학회
- 문승재, "한국어 단모음의 음성학적 기반연구", 말소리, 1(62), pp.1~17 (2007), 대한음성학회
- 박진원, "한· 중 여성화자의 한국어 발음의 실험음성학적 대조분석", 석사, pp.2001
- 변광수, "스웨덴어 발음에 미치는 영어음운체계의 영향", 이문논총, 7, pp.67~88 (1987)
- 서정목, "대조분석이론에 관한 연구- 음성․음운측면을 중심으로 -", 언어과학연구, 23, pp.67~88 (2002), 언어과학회
- 성비락, "몽골어와 한국어의 단모음 비교", 한국어 교육, 13(2), pp.6~130 (2002), 국제한국어교육학회
- 신지영, "말소리의 이해" (2008), 한국문화사
- 안나 파라돕스카, "폴란드인의 한국어 모음의 발음과 청취에 대한 실험 음성학적 연구", 박사, 언어학과, pp.2002
- 이재강, "한국인 화자의 한국어 모음에 관한 실험음성학적 연구", 언어 연구, 17, pp.41~57 (1997)
- 조성문, "현대 국어의 모음 체계에 대한 음향음성학적인 연구", 한국언어문화, 24, pp.427~442 (2003), 한국언어문화학회
- Brown, H. D., "Principles of Language Learning and Teaching(5th ed. )" (2007), Pearson Education
- Disner, S., "On describing vowel quality", pp.69~79 (1986), Experimental phonology
- Johansson, S., "The use of error analysis and contrastive analysis II", English Language Teaching, 29, pp.331~336 (1975)
- Kwon, S., "A Study of the effects of similarity on L2 phone acquisition: An experimental study of the Korean vowels produced by Japanese learners", The Korean Journal of Speech Sciences, 14(1), pp.93~103 (2007)
- Lado, R., "Linguistics across cultures" (1957), University of Michigan Press
- Lovsanbandan, Sh., "Orching tsaging Mongol helnii butets-tergung devter" (1999), M&D hevleling gazar 2deh hevlel
- Prator, C., "Hierarchy of difficulty, Unpublished classroom lecture" (1967), University of California
- Sanjaa, J., "Orching tsaging Mongol helnii aviazui, Ulsing bagshing ih sorgooliing Mongol hel shinjleliing tenhim", ~ (1993)
- Sanjaa, J., "Orching tsagiing Mongol hel-ankhdogaar hevlel", Mongol Olsiing Bolovcroliin ikh sorgol Mongol sodlaling sorguul, pp.48~95 (2004)
- Tsoloo, J., "Orching uiing Mongol helnii avia zui" (1976), Shinjileh uhaanie akademi hel zohioling hureeleng
- Yang, B., "An acoustical study of Korean vowels", Harvard Studies in Korean Linguistics, 5, pp.230~238 (1993)