This study aims to establish a method for teaching Chinese beginner learners the pronunciation of stem-final consonant clusters in the Korean language. For this, the status of pronunciation errors was investigated, and the types and causes of the erro... This study aims to establish a method for teaching Chinese beginner learners the pronunciation of stem-final consonant clusters in the Korean language. For this, the status of pronunciation errors was investigated, and the types and causes of the errors were analyzed. At the stem final position in the Korean language are located various consonants. A consonant clusters as well as a single consonant may be located at the stem final position. The phonological form of a stem final sound in the Korean language is identified from morphological process in which the stem final sound is combined with a following postposition or ending. Various consonants cannot be located at the stem final position in the Chinese language, an isolating language, because Chinese has no morphological process of combination with a word. Therefore, this study conducted a pronunciation investigation about how Chinese learners recognize stem-final sounds of the Korean language; identified types of their pronunciation errors; and tried to work out a teaching method on the basis thereof. The details discussed in the body of this are summarized and presented below. In Chapter 2, the consonant systems and syllable structures of Korean and Chinese are comparatively explained. The process of pronunciation is a process of realizing the phoneme and the syllable, which are form units. Different phonological systems or syllable structures mean different pronunciation phenomena as well. Korean and Chinese show differences in the syllable structure as well as the consonant system. As for the consonant system, in terms of the manners of articulation, while Korean has the contrastive system of 'plain consonant - tense consonant - aspirated consonant,' Chinese has the contrastive system of 'plain consonant - aspirated consonant.' In terms of the places of articulation, they are more diversely differentiated in Chinese than Korean. As for the syllable structure, differences in the consonant system of coda are particularly obvious. While in Korean, stops, nasals, and liquids perform phonemic functions at the coda of a syllable, in Chinese, only two consonants of ‘n, ŋ’ perform phonemic functions. The analysis showed that such differences in syllable structure cause errors in Chinese pronunciation of Korean stem-final sounds as syllable-final sounds. In Chapter 3, Chinese beginner learners' pronunciation of Korean stem final sounds was investigated, and the types and causes of their errors were analyzed. In the investigation, the stem final sounds were divided into single consonants and consonant clusters. In case that the stem final sounds were single consonants, six types of pronunciation errors were detected: deletion error, substitution error, explosion error, tensification error, aspiration error, and other errors. Among them, the deletion error, the substitution error, and the explosion error are errors arising from failing to pronounce stem final sounds as syllable final sounds; and the tensification error and aspiration error are errors arising from failing to pronounce a phonological phenomenon applied to a following vowel. In case that the stem-final sound is a single consonant, errors in pronouncing syllable coda were frequently found, among which the deletion error accounted for the highest 68.3%. This shows that in the case of Chinese beginner learners, they have difficulty in recognizing and pronouncing syllable coda consonants in the Korean language. In case that the stem-final sound is a consonant cluster, nine types of errors were found: deletion error, substitution error, explosion error, consonant selection error, tensification error, aspiration error, lateralization error, nasalization error, and other errors. The deletion error, the substitution error, and the explosion error are errors arising from failing to change stem-final sounds into syllable final sounds in pronunciation; and the remaining errors are errors arising from failing to pronounce phonological phenomena that occur under the condition of sequence with a following consonant. The error of consonant selection showed the highest proportion, followed by the tensification error, the aspiration error, and the deletion error. This shows that Chinese learners have difficulty in pronouncing phonological phenomena occurring under the condition of combination with a following consonant as well as in pronouncing syllable coda consonants. The analysis of the causes of errors according to the error types shows that the error of consonant selection results from failing to properly understand the simplification process of stem-final consonant clusters in the Korean language. Further, the analysis shows that Chinese learners have difficulty in recognizing and performing the simplification process of consonant clusters because the process has no fixed regularity. The error of the tensification of a following consonant results from failing to properly recognizing and pronouncing the articulation characteristics of a voiced consonant combining with the ‘laryngeal stop’ feature left by an obstruent deleted from a consonant cluster. A voiced consonant as a single consonant and a voiced consonant undergoing the simplification of a consonant cluster realize different pronunciations, which Chinese learners failed to distinguish. The simplification processes of ‘ㅎ’ consonant clusters vary with the conditions of following consonants. The aspiration error of a following consonant results from Chinese learners’ failure to recognize and distinguish such different process of realization. In case that a following consonant is ‘ㄴ,’ ‘ㅎ’ is deleted, and in case that a following consonant is ‘ㅅ,’ ‘ㅎ’ is deleted and leaves the ‘laryngeal stop’ feature, which causes the tensification of a following consonant. If a following consonant is ‘ㄱ, ㄷ, or ㅈ,’ the aspiration feature of ‘ㅎ’ and the consonants contract, and are realized as aspirates. Particularly, Chinese learners made a lot of errors by failing to recognize the process that ‘ㅎ’ and a following consonant of ‘ㄱ, ㄷ or ㅈ’ contract and realize an aspirated sound. In Chapter 4 is suggested a method for teaching Chinese learners the pronunciation of stem-final consonant clusters on the basis of the results of analyzing error types and the causes of the errors. The teaching method focused on the construction of education contents. In the process of syllabication, stem-final sounds may be realized as the onset of a following syllable or the coda of a syllable. Chinese learners had many difficulties in realizing the stem-final sound as the coda of a syllable. Therefore, education contents necessary for recognizing and pronouncing the coda consonants of syllables were first constructed. In the education contents were presented the phonemic recognition of the coda consonants of syllables and the reflection of explosion occurring at coda consonants in pronunciation. At the next stage, education contents necessary for recognizing and pronouncing stem-final sounds, particularly constant clusters. The phonological form of a Korean stem-final sound is recognized through the morphological process where a postposition or an ending is combined with it; and this process was presented as education contents. Then, the processes of simplification, tensification, and aspiration that occur under the condition that stem-final consonant cluster combines with a following consonant were constructed as education contents. The simplification of consonant clusters was classified into the selection of the front consonant, the selection of the back consonant, and the selection of the front consonant or the back consonant according to the condition of a following consonant. Particularly, the process that the front consonant or the back consonant is selected according to the condition of a following consonant was emphasized. As for the tensification of a following consonant, it was concretely explained what articulation characteristics result from the combination of a voiced consonant and the 'laryngeal stop' feature left by the deleted obstruent of a consonant cluster. From this were suggested the education contents that distinguish between the process of pronouncing a voiced consonant as a single consonant and the pronunciation of a voiced consonant undergoing the process of simplifying a consonant cluster. As for the aspiration of a following consonant, the education contents was constructed with the fact that 'ㅎ' has different processes of realization according to the conditions of a following consonant. The internal processes were concretely presented and explained so that learners can correctly recognize the process of 'ㅎ' pronunciation according to the conditions of a following consonant. ，韩语毕业论文，韩语论文网站 |
