This study is aimed to look at the aspects of the acquisition of additional /ㄴ/ sound that is pronunciation phenomenon in Korean and to know the effects of the teaching used focus on form method for the improvement of this phenomenon. In the study, ... This study is aimed to look at the aspects of the acquisition of additional /ㄴ/ sound that is pronunciation phenomenon in Korean and to know the effects of the teaching used focus on form method for the improvement of this phenomenon. In the study, we carried out writing and speaking test of pronunciation to the 80 Chinese advanced learners of Korean and to the 30 native speaker of Korean. Then we analyzed the pronunciations of the additional /ㄴ/ sound of these Chinese advanced learners comparing to the pronunciations of Korean native speaker using transcription method and SPSS(Statistical Package for Social Science). We divided this phenomenon into the types of the 2 cases. In the first case, any phonological phenomena don't occur except additional /ㄴ/ sound. In the second case, nasalization occurs only with additional /ㄴ/ sound. Then we looked at the proportion of additional /ㄴ/ sound, the aspects of errors and the reasons of the errors. We also implemented the pronunciation teachings to 30 learners among the 80 Chines advanced learners who had attended the test of the additional /ㄴ/ sound. We taught using 3 types of teachings that are explicit teaching with explicit feedback, explicit teaching with implicit feedback and implicit teaching with implicit feedback. Then we analyzed the results from the immediate test after the teaching and the delayed test after teaching, using transcription method and SPSS(Statistical Package for Social Science), comparing the results of the test that had been taken in advance. In the writing test of pronunciation, 25.7% of the Chinese advanced learners of Korean and 83.1% of the Korean native speakers added additional /ㄴ/ sound. In the speaking test of pronunciation, 27.7% of the Chinese advanced learners of Korean and 85.4% of the Korean native speakers added additional /ㄴ/ sound. In these results, the Chinese advanced learners of Korean added additional /ㄴ/ sound much lesser than the Korean native speakers. It was different significantly. The Chinese advanced learners of Korean who attended to the tests made errors of prolonged sounds, spelling and rules as they applied inadequately. And also errors of omitting final consonant, that is called Batchim in Korean, in the front syllable as they were applying additional /ㄴ/ sound rule. Through the pronunciation test of simple nasal pronunciations of the sequential Korean consonants that are [ㄴ-ㄴ], [ㅁ-ㄴ] and [ㅇ-ㄴ], we concluded that the errors of additional /ㄴ/ sound are not caused by the simple nasal pronunciations of those sequential consonants, but by the lack of understanding of additional /ㄴ/ sound. In some cases in which an additional /ㄴ/ sound doesn't occur even though the conditions meet for occurring, the Chinese advanced learners of Korean made also more errors than the Korean native speakers. Thus we figured out that the Chinese advanced learners of Korean had insufficient knowledge and failed to add an additional /ㄴ/ sound easily. In the test evaluating the effects of teachings for additional /ㄴ/ sound, explicit teaching with explicit feedback and explicit teaching with implicit feedback were very effective for acquisition of the knowledge of additional /ㄴ/ sound and for improving the ability to add. But the effects of these 2 methods were not different significantly. But implicit teaching with implicit feedback was not effective for acquisition of the knowledge of additional /ㄴ/ sound and for improving the ability to add. Through these results we concluded that for pronunciation explicit teaching is effective and necessary to improve acquisition ability of additional /ㄴ/ sound for Chinese advanced learners of Korean. But for the case in which an additional /ㄴ/ sound doesn't occur even though the condition meets for occurring, explicit teaching for additional /ㄴ/ sound was not effective, even worse declining the ability of learners. We guessed that it was caused by overgeneralization as they applied too much the rule of additional /ㄴ/ sound consciously. This study might be meaningful because we looked at additional /ㄴ/ sound by two types of this phenomenon and also studied the case with the conditions that meet for occurring of additional /ㄴ/ sound in which it doesn't occur, through the test for acquisition ability of Chinese advanced learners about additional /ㄴ/ sound. And also this study is meaningful as it discussed about the effects of the teachings that were used focus on form method for additional /ㄴ/ sound by types of this phenomenon to Chinese advanced learners of Korean since there are not many practical studies for effects of teachings of pronunciation in Korean language.
본 연구는 중국인 고급 학습자의 한국어 /ㄴ/음 첨가 발음에 대한 습득 양상을 살펴보고 형태집중교육기법을 사용한 발음 교육이 중국인 고급 학습자의 /ㄴ/음 첨가에 대한 습득 능력의 향상... |
