Teaching Korean as a Foregn Language
Department of Korean Language and Literature
The Graduate School of Hankuk University of Foreign Studies
The primary purpose of this study was to identify whether the differences found in Chinese·Korean liq...
Teaching Korean as a Foregn Language
Department of Korean Language and Literature
The Graduate School of Hankuk University of Foreign Studies
The primary purpose of this study was to identify whether the differences found in Chinese·Korean liquid sound contrast can interfere negatively in affecting the errors that Chinese learners studying Korean make. And it is to find the phonetic difficulty degree that Chinese learners studying Korean might experience. In addition, the types of errors caused by allophone considering coarticulation and adjoining vowels〔±back〕were reviewed and education potential taking them into account was found to suggest prospective directions for educational plans.
As a result of analysis, higher error level was found in the order of 'liquid sound overlap [ʎ] > end of word [l] > among vowels in s word [ɾ]> head of word [l/ɾ]. Through it, liquid sound error by Chinese learners was not caused simply by phoneme difference of Korea-China liquid sound difficulty. The acquisition of liquid sound could be more challenging due to joints and phoneme array. Through the hypothesis of Chinese liquid sound learners' difficulty level of acquiring of Korean liquid sound proven by this experiment, relative difficulties Chinese learners experience can be understood to consider the sequences and contents of liquid sound education.
In addition, as a result of analyzing pronunciation of Chinese-speaking subjects, the highest level of error was found when including phonological phenomenon related to liquid sound. It is because no liaison or neutralization exists in Chinese. The liquid sound rules change phonological environment and realized allophone. Syllables or words including phonological phenomenon related to liquid sound should be included liquid sound education. It was found that consistent practice and training are required for leaners to be familiar to allophone realized in the relevant phonological phenomenon.
As a result of analyzing the types of error in each allophone, specific error types are found in ‘ɾ-allophone' and 'l-allophone' which are classified more specifically. Chinese-speaking learners showed higher rate of error when other secondary articulations are accompanied. In particular, it was found that rounded sounds affected the error rate than palatalization. Additionally, even through liquid sound error analysis outcomes according to roundness, there was great difference of error rate. Through it, it can be presumed that education using liquid sound allophone can be effective. In case of Chinese-speaking learners, in particular, education on liquid sound allophone was identified important.
Besides, considering coarticulation, in the result of analyzing short vowels errors according to [±back] feature of adjoining vowels, no specific errors were found. There was significant difference only in flap sound. However, no significant difference was found in lateral consonance. The educational plans for liquid sound according to [±back] feature of adjoining vowels should be reviewed more.
Finally, through an acoustic analysis of liquid sound pronunciation of Chinese-speaking leaners, the relation ship between the types of liquid sound error of Chinese-speaking leaners and the errors was reviewed. In the liquid sound among vowels in a word, errors caused by [l] realization due to the mother tongue interference shoed more than double than that of rhotic interference errors. Adjusting into the relevant phonological environment, when realized with [ɾ], practically, almost no error was found. In the established syllables, word-end liquid sound dropout errors were found most often. Rhotic interference also occurred. What is particular was that the realization of [l] at word-end was pointed out as a error. The realization of the lateral consonant length was found affecting the errors. Through correlation and regression analysis, if Chinese learners studying Korean can't pronunce the lateral consonant length fully than Korean-speakers, the short realization can be evaluated as error. In the basic level, it should be considered that the short realization is seen comparatively more often, therefore, the length of word-end [l] realization requires of more explanation. In liquid sound overlap, there are more different types of errors than any other phonological environments. The highest rate of error is seen. allophone education for [ʎ.ʎ] was also confirmed essential. Through acoustic research for leaners' speaking, actual mother tongue interference could be identified. The difference between Korea and China liquid sound cold be understood. The necessity applied to liquid sound education could be found again.
Through the results of this study, the hierarchy of difficulty hypothesis for Chinese leaners studying Korean liquid sound acquisition was understood and can be reflected in the sequence and content of liquid sound education. In addition, the range of educational application with Korean liquid sound can be found. The education methods using the acoustic differences will be able to be found. The findings of this study are expected to support the education methods arrangement, liquid sound education design, and prospective studies on Chinese-speaking learners' liquid sound acquisition.
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