An Investigation into Pronunciation Problems of Korean Elderly Learners of English
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Pronunciation plays a crucial role in oral communication within a second language. Recently, the interest in English language learning among elderly adults has led to increased participation of older learners in lifelong education programs in Korea. However, there is a paucity of empirical studies on this specific learner group. This article investigates the pronunciation problems frequently encountered by elderly Korean learners of English in their language classrooms. Thirteen participants, aged 60 years or older, took part in this study. To identify their pronunciation difficulties with specific segmental features, each participant was administered a modified diagnostic test adapted from a test developed by Baker (1982). Overall, the results show that elderly learners face greater challenges with consonants than with vowels. Among the consonants, they struggle more with pronouncing /z/, /ʒ/, /θ/, and /dʒ/ compared to other segments. Additionally, Pronunciation difficulty varies significantly depending on age and the duration of time spent abroad, while no significant difference is found based on gender. This article discusses possible pedagogical implications for pronunciation instruction targeting elderly learners and presents the limitations of the study.
Abstract
Pronunciation plays a crucial role in oral communication within a second language. Recently, the interest in English language learning among elderly adults has led to increased participation of older learners in lifelong education programs in Korea. However, there is a paucity of empirical studies on this specific learner group. This article investigates the pronunciation problems frequently encountered by elderly Korean learners of English in their language classrooms. Thirteen participants, aged 60 years or older, took part in this study. To identify their pronunciation difficulties with specific segmental features, each participant was administered a modified diagnostic test adapted from a test developed by Baker (1982). Overall, the results show that elderly learners face greater challenges with consonants than with vowels. Among the consonants, they struggle more with pronouncing /z/, /ʒ/, /θ/, and /dʒ/ compared to other segments. Additionally, Pronunciation difficulty varies significantly depending on age and the duration of time spent abroad, while no significant difference is found based on gender. This article discusses possible pedagogical implications for pronunciation instruction targeting elderly learners and presents the limitations of the study.
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