The purpose of the present study was to prepare the basic materials to teach pronunciation for learners from Vietnam. While learners to learn the Korean language consist of people from various language circles, researches on how to teach the Korean ph...
The purpose of the present study was to prepare the basic materials to teach pronunciation for learners from Vietnam. While learners to learn the Korean language consist of people from various language circles, researches on how to teach the Korean phonetics were limited to specific language circles. Hence, it is necessary to conduct educational research to teach pronunciation for each language circle. Here, the author provided the basic materials for pronunciation to learners from Vietnam.
In chapter two, sound systems between Korean and Vietnamese were compared. In doing so, consonants, vowels, and the syllabic structures were analyzed and compared, which allowed to forecast the learners' possible errors. For this, the author divided sounds with three groups including common sounds in Korean and Vietnamese, sounds only in Korean, and finally sounds only in Vietnam. When comparing the sound systems, the length of a sound, part of suprasegmental phoneme, was excluded because it could not discriminate the meaning. The results of the comparative research found that learners would often make an error in the following context: with lax, tense and aspiration, Vietnamese has dual contrasts between voiced and voiceless sound. Therefore, learners from Vietnam might have trouble to differentiate these lax, tense and aspiration since they had no such sound information.
Second, voiced sound like /b/ and /đ/ in Vietnamese are similar to lax in Korean. These sounds are similar to lax since they are lenis, and also are similar to tense because they are not aspirated. Therefore, learners from Vietnam might also have difficulties to recognize and to produce these sounds with both lax and tense qualities,
Third, even though there are similar sounds like the Korean affricatives like /ㅈ, ㅉ, ㅊ/, Vietnamese does not have methods to pronounce them, which makes it difficult to learn.
Fourth, Korean /ㅅ/ sound does not exist in Vietnamese even with out similar sound, which makes it more difficult.
Fifth, proximity between Korean /ㅏ/ and /ㅓ/, /ㅓ/ and /ㅗ/, /ㅗ/ and /ㅜ/, /ㅡ/ and /ㅜ/ makes learners feel difficult to differentiate.
Sixth, Korean /ㄹ/ should not be put as an initial syllable except words of foreign origin, and should be always put at the end of the syllable. /l/ with same sound quality, however, might come at the initial syllable, but never come at the end of the syllable. This kind of syllabic limitations would cause learners to have difficulty in pronouncing 'ㄹ' at the end the syllable.
In chapter three, the phonological phenomena were examined. The author limited the materials based on the 「Pronunciation in Standard Korean」 of the Korean Language ＆ Culture Center, Korea University and 「Korean Pronunciation」 of the Korean Language Institute, Yonsei University. The order to present the phonological phenomena was arranged based on the frequency presented by Lee Sang-eok (1990). The phonological phenomena of Vietnamese are also necessary for comparison, but the phonemes in Vietnamese are pronounced as exactly as their phonetic value, resulting in no phonological phenomena. Therefore, it was expected that learners might have interference from their mother language. To confirm this, the subjects participating in the research in Chapter four were divided into two groups, including learners who did not study the phonological phenomena and learners who studied them.
In chapter four, the author investigated the pronunciation by Vietnamese who are currently learning Korean, which would supplement the shortage that errors between in real educational site and in this research might not the same. A survey of Questionnaire was produced based on the results of chapter two and three, and was given to beginner group and above intermediate group. As a result, they had difficulty in differentiating from lax, tense and aspiration. Also they tended to pronounce tense as aspiration. Affricatives like /ㅈ, ㅉ, ㅊ/ were difficult to be recognized and produced. The last syllable 'ㄹ' was well recognized, but was not easy to produce. In addition, the phonological phenomena were interfered by their mother language, which showed the tendency to pronounce as written. In contrast, unlike the research result, /ㅅ/ and vowels were easily understood and well produced.
Chapter five concluded with some suggestions for educational methodology and contrasts in intonation which this study did not investigate. Finally, summary of chapters two, three and four was presented.
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