ABSTRACT The Effects of Listening Ability in Teaching English Pronunciations through the Korean Language Transcription. Lee, Jeong-Hwa Major in English Education The Graduate School of Education Kookmin University The purpose of this study is ... ABSTRACT The Effects of Listening Ability in Teaching English Pronunciations through the Korean Language Transcription. Lee, Jeong-Hwa Major in English Education The Graduate School of Education Kookmin University The purpose of this study is to present a more effective English pronunciation teaching method that can use at study sites in the future, by comparing two groups, using the Hangeul phonetic transcription and the traditional pronunciation learning method. For this research, 22 students were sampled from the third grader in elementary school to the first grader in middle school who have received the learning by level at the private institute. They were divided into two groups of the study group and the control group. The students of the study group have learned the English Pronunciation while listening at the same time the sound which a native speaker reads while watching 'Hangeul phonetic transcription', and the students of the control group have listened English vocabulary and sentences in English and learned the pronunciation according to the traditional pronunciation learning method. The experiments of this thesis were conducted over 10 times by 30 min twice a week from January 4th to February 15th in 2016, and the contents of a class was to sing a pop song in the introduction portion, and the main class activity was progressed by repeatedly reading the pronunciation teaching according the subject per class and the dialogue of the film 'Inside Out', and the role play by a movie dialogue was performed as a finishing activity of the class. As a result of the analysis for the pre- and post survey measuring the change of the affective domain, the score of the interest and confidence area of both the study group and the control group became lower by a slight difference but not significant. In anxiety (5 questions) area, both groups showed the different aspects, and the decline of the control group (t=1.56; p〉0.05)) that taught English pronunciation by the traditional method showed the reduced anxiety for English after the lesson as -1.64 and the learners (t=0.79; p 〉0.05) of the study group showed relatively the increased anxiety as 1.00. It is considered that the students in the study group showed the increased anxiety due to significantly different method with the traditional pronunciation education method, but it did not statistically show a significant difference. Next, According to the English articulation method by subdividing more and more the pre- and post evaluation, both the study group (t=-1.45; p＜0.05) and the control group (t=1.56; p＜0.05) were increased 0.82 points in the fricative sound and showed statistically significant results. In addition, it is the noticeable matters in the evaluation area that while the study group was slightly reduced -0.36 points than the pre-evaluation in the plosive area, as a result of the plosive area of the control group, the average of the post-evaluation was significantly reduced -1.64 points than the pre-evaluation. In also the glide area, the average of the pre-evaluation of the study group was slightly reduced -0.18 points from 1.91 to 1.73 of the average of the post-evaluation, while in the control group, the average of the pre-evaluation was significantly reduced -1.09 points from 2.00 points to 0.91 of the average of the post-evaluation. Now, analyzing the results of pre-, midterm and post-evaluation, the midterm evaluation of study group was increased more 0.63 points than the diagnosis evaluation, and the post evaluation was increased more 0.27 point than the pre-test. The control group was increased 0.18 points at the time of the midterm evaluation but it was reduced -2.18 compare to the pre-test. It is analyzed that these results are caused by the examination questions with the high level of difficulty of the evaluation after the experiment in comparison with the pre-evaluation and the midterm evaluation. In conclusion, the English pronunciation instruction utilizing Korean language transcription did not give a positive effect on the interest, confidence and anxiety which are the affective domain of the study group. However, the English pronunciation teaching utilizing the Hangeul phonetic transcription showed more positive effect in the overall English listening proficiency. This study produced very different results from the existing study utilizing Hangeul phonetic transcription in the affective domain. It showed the reaction to the learners' English learning environment in the English education site which is always changing. In addition, this experiment shows that in other studies, including this study, the Hangeul phonetic transcription is positively effective on the improvement of English listening proficiency. It suggests that there is valuable enough to teach by utilizing the Hangeul phonetic transcription when teaching English pronunciation. On the occasion of the era of globalization which the importance of communication in English is greatly magnified, it is considered that the systematic research for the Hangeul phonetic transcription with accuracy and practicality, and the continued research for the English phonics instruction and the effective pronunciation instruction that learners can be given interest and motive are needed. ，韩语论文题目，韩语论文 |
