The purpose of the study is to analyze the research trend in 373 pieces of master’s and doctor’s thesis as well as academic journals related to teaching pronunciation of Korean consonants in the field of Korean language education. It will en... The purpose of the study is to analyze the research trend in 373 pieces of master’s and doctor’s thesis as well as academic journals related to teaching pronunciation of Korean consonants in the field of Korean language education. It will enable us to examine the history and characteristic of research data gathered up to this day, and it will provide basic information to researchers who are focusing on recent trend in preparation of future studies linked to pronunciation of Korean consonants, and also to educators who are teaching it on-site. It would be fair to say that the most important purpose of learning a foreign language and the desired goal of learners is to have a smooth communication and proficiency in the language like native speakers. In articulation of Korean language, mispronunciations can cause problems in communication even when you fluently use various vocabularies or functional sentences fit for the situation. Moreover, pronunciation is directly involved with reading and listening, and it is becoming an important area in Korean language education. Also, as an evaluation standard it assesses one’s language skill, and it can influence a learner’s confidence, attitude, and motivation to study. According to previous research, it is difficult to correct errors in case a learner does not recognize the errors or they have become fixed habits. Therefore, it is essential to use comparative analysis to predict possible errors and understand the condition instead of using plane and standardized teaching methods made by each language group or variables of one’s background knowledge. Along with that, strategic teaching and learning should take place through application of phonetic data. This has remained as a continuous issue not only to researchers but also to those in educational field. It is necessary to examine all research that have been conducted up to this day in order to design more effective methods for teaching pronunciation to various learners and to narrow the gap between proceeding theories and what is actually done in the field. In expectation of advancing unprecedented research and observing profound result, this study will save some of work for the next research as well. Teaching pronunciation of consonants in Korean language education is considered as an essential element, which is to be taught and learned in priority as segmental sounds. In general, sound is the first thing that is taught to second language learners out of many other areas, and character is what follows next. When learning a language, practicing pronunciation is the foundation of all, and the sound system should be studied for understanding the flow of words. This is because acquisition of phonological rules comes much more naturally in the process of articulation if clear pronunciation and structure of segmental sounds are taught according to the articulation methods and position specific to Korean language. Hangul is phonemic character, where each phoneme corresponds to its character, and the phoneme, phone, and transcription are closely linked together. Therefore, each alphabet has a distinct phoneme, and a phonological change occurs when they are combined together, thus, changing the pronunciation. All of this is for the convenience of pronunciation, and it will be helpful in learning the language once its pronunciation and the characteristics of articulary phonetics in segmental phonemes are taught as background knowledge beforehand. For these reasons, this research specifically selected consonant pronunciation in Korean language education as the research object, and the related results were studied. Prior to analyzing the research data, change in status of teaching pronunciation in accordance with our study’s theoretical backgrounds was examined first, which are, historical movement in pronunciation research and development of language theories and teaching methods. It was observed that accuracy is still the required criteria for evaluating language proficiency even in the recent trend where communicational approach that emphasizes fluency over accuracy has come to the fore. Furthermore, considering that‘a new generation of pronunciation education’will emerge just as accuracy has become the goal for fluency, it was not difficult to project various future research on teaching pronunciation that would make appearance later on. Additionally, integrated research was defined and organized through comparison between the research rules classified by applied linguistics and the terms of current meta-analysis. Based on these reviews of theoretical backgrounds and previous research, three subjects were set, objects were selected, and data was collected and analyzed to derive results of the study. This study 1)formulated analytical structure of consonant pronunciation education, 2)analyzed 25 set of sample data with other researcher in the same field through random sampling without replacement prior to data analysis of total database, and 3)used Cohen’s coefficient of kappa for measurement of database to ensure high level of reliability. On the premise of high reliability value, the entire database was analyzed and the research result was interpreted. Following is the result of analysis by year, research object, topic, and content on teaching consonant pronunciation in Korean language education. Among the studies that started in late 1980s, the first research conducted solely on consonants appeared in 1999, and the number of studies rapidly increased from 2007. Research on various language groups, which had not been done before, as well as acoustic phonetical research that used objective rates increased in number significantly. Research object was mainly focused on learners, especially Chinese. Korean language that was primarily taught to Japanese expanded its horizons to English-speakers and Chinese, and the fact that research object has shifted as the main learners of Korean changed is a corollary to the majority of Chinese in exchange students in Korea. However, in line with the broader language groups of learners and purpose in recent trend, the research area should be more widened than before. Not only that, there should be a balance and improvement in research that grasps instructors, learners, and contents together considering that they are the three components of teaching and learning. Lastly, what appeared most frequently in the distribution of research topics and contents was the research that explicated on articulation of consonants and experimented pronunciation of learners. Most research concentrated on making a comparative analysis on the learner’s native tongue and Korean language as well as inquiring into errors. It led to a variety of research that brought in recent web-based programs as a teaching strategy and various types of instruction models, along with the introduction of different sequence of Korean consonants for each native language based on the level of difficulty, or visual material using the information of phonetic articulation. As various literature including related textbooks for teaching Korean consonant pronunciation as well as previous research have been accumulated, studies on teaching aids and different meta-analysis have developed. This should be the centerpiece in the future research, and it is hoped that this study will allow researchers and educators in this field to identify what must be noted and changed. ，韩语论文范文，韩语毕业论文 |
