This study started from the idea that foreign speakers of Korean need to be taught the phonological processes across word boundaries frequently occurring in the Korean utterance. The Korean learners can learn the Korean phonemes and pronounce them acc...
This study started from the idea that foreign speakers of Korean need to be taught the phonological processes across word boundaries frequently occurring in the Korean utterance. The Korean learners can learn the Korean phonemes and pronounce them accurately in the syllable level. However, they would utter awkwardly if they could not utilize the phonological processes appropriately that occur when two syllables are combined. However, as far as the Korean pronunciation teaching is concerned, it is true that educating Korean learners about the phonological processes has not been done systemically. Furthermore, utterance should be realized in the sentence level; in the integrated education of Korean, however, it may be fairly said that no teaching about the phonological processes in the sentence level has been done.
For the reason, the purpose of this study is to analyze the phenomena of the phonological processes across the word boundaries of the Korean learners and to suggest the educational strategies for them.
A test was conducted as follows:
(1) The subjects were divided into two groups: the control group without the prononciation education and the experiment group with the prononciation education.
(2) The pronunciation test consisted of pre-test the pronunciation teaching, post-test. The number of pronunciation teaching lessons is 5 times, and each lesson limited in 10 minutes.
The reason behind this testing system is to reflect the reality of not being able to allocate enough time to pronunciation teaching in the current integrated education of Korean. Yet, when the minimal time was spent for the pronunciation teaching, its entailing efficacy was able to be identified.
The study could not deal with all the phonological processes across the word boundaries, but through the pronunciation teaching in the test, I could find out that the utterance of the learners became much more fluent. Therefore, the study reveals some implications that if one teaches pronunciation to the Korean learners consistently for a certain period of time, they may be able to communicate more freely in the natural utterance.
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