The purposes of this study are to investigate the pronunciation mistake of Korean double consonant for Chinese speakers and, to provide the effective education plan with correct pronunciation. Recently, learners of Korean language have been increased ...
The purposes of this study are to investigate the pronunciation mistake of Korean double consonant for Chinese speakers and, to provide the effective education plan with correct pronunciation. Recently, learners of Korean language have been increased because of the increase of Chinese students in Korea. In this study, Korean double consonant of Chinese speakers were investigated and the effective education plan for Chinese speakers were proposed. The pronunciation mistake of leaners studying foreign languages is mainly caused by the linguistic difference between native language and foreign language. In Chapter 2, the syllable system between Korean and Chinese was compared and the similarities and differences between two languages were compared. In addition, the regulation for the vowel pronunciation was summarized in order to evaluate a correct pronunciation of Korean. In Chapter 3, pronunciation errors of learners were investigated by the experimental method. Vocabularies for the test were determined as the double consonant vocabulary in Korean beginning level textbook. The pronunciation of learners were recorded and then analyzed according to the error type. the error type was classified as the selection error, simplification error, fermata error, replacement error, and regulation error.
Among these errors, the dominant error were found to be in order of the regulation error, fermata error, selection error, replacement error, and simplification error. The details on cause of these errors are as follows: 1) The selection errors were caused by poor realization of the stems alternation. 2) The simplification errors were caused by consonant application error in double consonant 3) The fermata errors were affected by Chinese with obvious syllables. 4) The replacement errors were caused by the difference of final consonant pronunciation between Korean and Chinese. 5) The regulation errors were caused by poor realization of Korean phoneme.
In order to solve these errors, the education plan was proposed in the Chpater 4. The education is composed of various phoneme phenomenons of Korean: Lenition, Tensification, Fortification, and Nasalized.
The test were carried out to teach the standard pronunciation using the audio-lingual approach and the cognitivism learning theory to learners. The audio-lingual approach is to teach the standard pronunciation through comparing pronunciations between a teacher and students. the cognitivism learning approach is to make students recognize the standard pronunciation by themselves. Between the two learning methods, more effective learning method was investigated by the t-checking. The t-checking showed the reasonable result within the significance probability of 0.01 which is less than 0.05. From the result of t-checking, the cognitivism learning approach was more effective learning method for the pronunciation improvement than the audio-lingual approach. It should be noted that the accurate recognition of one’s own pronunciation is the most important factor in the education for the standard pronunciation.
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