A Study on Pronunciation of Korean Batchim for English Speakers: A Pedagogical Approach
The purpose of this study is to suggest education procedures and methods to help English speakers learn Korean batchim pronunciations effectively.
For sugge...
A Study on Pronunciation of Korean Batchim for English Speakers: A Pedagogical Approach
The purpose of this study is to suggest education procedures and methods to help English speakers learn Korean batchim pronunciations effectively.
For suggesting pronunciations education methods, there is a need to examine the pronunciations, which cause difficulties to learners. When Korean and English phonological systems were compared from the perspective of consonantal system and syllable structure, there were differences in final consonant pronunciations of plosives, liquids and syllable structure constraints. Furthermore, English was weakened, assimilated and deleted in the environment, which showed a liaison of Korean. For this reason, it was predicted that English speakers would have difficulties pronouncing Korean batchim.
To see the pronunciation errors when learners pronounced batchim, 25 English speakers were investigated and the error types of batchim pronunciations were analyzed. Learners made more errors in consonant cluster pronunciations and the error rate was high when there was a liaison. In addition, beginners made more errors than intermediate and advanced learners and there were differences in the error types depending on learners' levels.
Due to the influence of their mother tongue, learners made some errors: confused lax, tense, and aspirated stops, flapping when liaison of ‘ㄷ’, ‘ㅌ’ occurred, pronounced syllable-final consonant as glottal stop, pronounced initial ‘ㄹ’ as a lateral. In terms of consonant cluster simplification, but they made more errors by simplifying improper consonants rather than pronouncing both consonants like English.
Based on these findings, batchim pronunciation education procedures were suggested. First, for teaching phonemes and pyeong-pa-yeol-eum-hwa(a phenomenon that obstruent in batchim are changed into lax stops), it is effective in teaching nasals, liquids, ‘ㅂ, ㅍ’, ‘ㄱ, ㄲ, ㅋ’, and ‘ㄷ, ㄸ, ㅅ, ㅆ, ㅈ, ㅊ’ in the order listed.
This should be followed by liaison teaching and the last stage is to teach consonant cluster simplification. For consonant cluster simplification, it is required to teach when vocabulary containing each consonant cluster is presented.
In addition, this study suggested the use of Focus on Form for batchim pronunciation education, based on the perception that pronunciation education should be implemented along with education of other language skills. The batchim pronunciation education methods divided into the beginning phase and the intermediate·advanced phase through the activities of Focus on Form such as consciousness-raising task, input processing instruction, input flooding, input enhancement, recast and repeat in the meaning-focus class. In education, a more implicit way is required at the intermediate·advanced phase than at the beginning phase to focus on the form of goal.
Pronunciation education is essential for improving expression and understanding abilities of learners and especially, batchim pronunciation occupies a prominent position. However, for effective communication, there is a need to pay attention to education of initial consonant and vowel pronunciations, and phonological phenomena also.
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