This study develops a methodological framework for understanding and resolving Korean simple vowel pronunciation problems faced by Chinese learners. The research suggests that teaching Korean simple vowel pronunciation through phonetic awareness is an...
This study develops a methodological framework for understanding and resolving Korean simple vowel pronunciation problems faced by Chinese learners. The research suggests that teaching Korean simple vowel pronunciation through phonetic awareness is an effective but insufficient approach, in part, because phonics does not address the linguistic patterns that Chinese students bring to the Korean language classroom. A progressive approach to the instruction of Korean simple vowels, one which builds upon the student's knowledge of their native language words sounds - with an emphasis on Korean pronunciation and fluency is recommended before advancing to complex systems that require the student to learn new word structures and grammatical rules.
Linguistic differences between Chinese and Korean and their concomitant association with Korean language pronunciation problems are well documented in a body of research that typically takes note of the Chinese learner's difficulty in pronouncing Korean words with a final consonant. One area of linguistics analysis that has received comparatively less attention is the relationship between rising and falling pitch in the Chinese language and the pronunciation of Korean simple vowels. Results from an informal pronunciation assessment of 25 Chinese students studying Korean indicate that the learner's natural tendency towards pitched pronunciation negatively influenced the production of Korean long and short simple vowels. Pronunciation problems were observed for words that ended in a simple vowel (consonant-vowel constructs) and complex structures ending in a consonant (consonant-vowel-consonant constructs). Patterns of poor phonetic production were observed for students at the beginner level and intermediate-level learners who have studied Korean for three years or more.
A broad four-step approach to teaching Korean pronunciation to Chinese students was developed. This approach includes: a detailed description of mouth and tongue placement for including diagrams for eight simple vowels; phonics-based techniques to build pronunciation skills of words with a consonant-vowel(C-V) construct, a word structure that parallels the student's native language structure; non-phonics based techniques focusing on complex sounds with consonant-vowel-consonant(C-V-C) constructs accompanied with grammar-based explanations appropriate for learners with an intermediate to advanced level of communicative competency; an instructional map demonstrating long and short Korean simple vowels pronunciation expectations using specific Chinese language vowel pitches.
，韩语毕业论文，韩语毕业论文 | 
