Education of Korean language pronunciation of elementary school students has been neglected in spite of its importance. Pronunciation education teaches standard Korean pronunciation, therefore, this education encourages students to concern about Korean language and its development. Pronunciation education is effective if done during elementary school period when students' phonetics study-ability is highest. This aims at analyzing real conditions of elementary school students' pronouncing consonants placed under a vowel, searching for plans to teach elementary school children pronunciation in effective ways proper for properties of lower-grade students
This study analyzed errors found when 2nd-grade elementary school students pronounce consonants placed under a vowel and suggested concrete plans to teach elementary school children pronunciation in effective ways proper for properties of lower-grade students. These indications are limited only to pronunciation of consonants placed under a vowel, but this study is a basic work for elementary school students to pronounce standard Korean language.
The 2nd chapter examined real conditions of elementary school students' pronouncing consonants placed under a vowel in Korean language, suggested teaching-ways. In case of single consonants, even though they are followed by a formal morpheme, they don't pronounce by the prolonged sound rule, and are easily pronounced incorrectly because of the fricative sound phenomenon, i.e., pronunciations deviated from the prolonged sound rule. In case of double consonants placed under a vowel, mostly, the rule of "when postpositions or ending-words begin with vowel, or words are combined with suffix, the latter sound pronounces only by moving itself to the first sound of the next syllable, and 'ㅅ' pronounces in fortis" has been incorrectly applied. In the simplification phenomenon of incorrect consonant-groups, pronunciations were mostly incorrect in regulations as well as exceptional cases concerning the standard pronunciation rule.
Teaching measures to be used in class applied the pronunciation-guidng method and pronunciation-training model that use linguistic knowledge, which search for pronunciation-guiding measures by classifying pronunciation-teaching-contents at the level of 2nd-grade elementary school students, on the basis of pronunciation-error patterns. When guiding pronunciations of consonants placed under a vowel, students understand more effectively when explaining contents of consonants placed under a vowel using grammatical knowledge or sound-change-regulations than when teaching case by case. In accordance, teaching-measures consisted of the pronunciation-guiding measure using linguistic knowledge and the way to do repeat-practice after watching·listening·following teachers' pronunciations as seen in the training-model or watching multi-media materials, rather than the way of investigational research or problem-solution.
In the pronunciation-guiding program, at its 7th times, students learn contents of single consonants placed under a vowel and double consonants placed under a vowel.
Also, this proposed activities to let students habituate to naturally pronounce words as they learn during classes, under the purpose of settling standard pronunciations in daily life. Those activities include pronunciation-guiding through work-play, pronunciation-guiding through children's verse recitation, pronunciation-guiding through using proverbs, pronunciation-guiding through writing diary, pronunciation-guiding through group-study. The reason that students repeat such activities is that practice through continual repetition is important for habituating standard pronunciation.
This study framed activities to settle down standard pronunciation in daily life and the 7th pronunciation-guiding lesson teaching pronunciations of consonants placed under a vowel, which the 7th National Curriculum deal with. Students should understand principles of pronunciation, in order to habituate standard pronunciation, learn auditory impressions that become a basis of pronunciation, practice·settle down correct pronunciations through various activities. However, it is very difficult for students who lack of grammatical knowledge to learn principles of pronunciation. Therefore, developing multi-media textbooks are urgently required to give students strong auditory images and guide them to standard pronunciation. As CD-ROM for both teachers and students as well as various teaching-materials on web are used in elementary schools, such textbooks need be developed for teaching Korean Language pronunciation, too. Accordingly, textbooks need be developed continually, teachers and students must make efforts to habituate themselves to standard pronunciation. it is believed that these efforts might result in environments in which people think much of Korean language in everyday life as well as use it correctly in the present circumstances full of foreign words and polluted with communication-words.
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