A reading aloud activity is known as a good practice for learning a foreign language because learners can have a chance to use eyes for reading, mouth for speaking, ears for listening to themselves and even brain for comprehension. The author also bel...
A reading aloud activity is known as a good practice for learning a foreign language because learners can have a chance to use eyes for reading, mouth for speaking, ears for listening to themselves and even brain for comprehension. The author also believed that the reading aloud activity is a useful method to improve the pronunciation skills of Korean learners and conducted experiments to find out effects of the reading aloud activity on improving Korean pronunciation ability.
This study aims at the effects of the reading aloud activity on the development of Korean pronunciation ability for foreigners. Two different experiments were conducted for the study. First experiment was to investigate the difference in the effects of the reading aloud activity between two different levels of Korean learners. It was carried out for 10 weeks on both mid and high levels of Korean learners.
Second experiment was carried out twice a week for 4 weeks to compare and evaluate the difference in pronunciation improvements between a reading aloud activity group and a pronunciation study group on the mid-level of Korean learners. The learners were divided into two different groups. One group was exposed only on reading aloud activities, whereas the other one was exposed only on pronunciation studies during experiments. The readings of experiment participants were recorded before and after the experiments and those were evaluated by three Korean teachers. The evaluators were asked to judge the recorded readings with special emphasis on the accuracy, the flow of speech, the segmental elements (such as consonants, vowels and phonological rules) and the suprasegmental elements (such as the speed of reading, stress and intonation, and thought groups).
The analysis of the experiment evaluations shows that the learners who participated in the reading aloud activity group significantly improved their pronunciation skills in most of the evaluated elements and they were also satisfied with the method of reading aloud itself. Since most participants, in general, hesitated to read aloud in front of others at first, the teacher in the classes needed to advise and encourage them to try reading out loud. As a result, they could change their attitude and increase motivation toward the reading aloud activity. They expressed self-confidence in reading out loud and were willing to continue the practice even after the experiments. The results of the present study indicate that the practices of reading aloud activity can be effectively implemented in a Korean pronunciation classroom in order to develop the pronunciation ability of Korean learners.
，韩语论文范文，韩语论文网站 |
