This research aimed at analyzing the error type and cause by measuring pronunciation phenomenon in Korean ‘ㄹㄴ/ㄴㄹ’ targeting Chinese intermediate learners, based on this, preparing proper teaching plan. This research suggested the discussed...
This research aimed at analyzing the error type and cause by measuring pronunciation phenomenon in Korean ‘ㄹㄴ/ㄴㄹ’ targeting Chinese intermediate learners, based on this, preparing proper teaching plan. This research suggested the discussed contents by summarizing and arranging in the main text.
Chapter 2 compared investigated phonological system and syllable structure of Korean and Chinese. Considering most of the phonological phenomena in consonant chain are caused by non-segmentation of syllable final consonant, Chinese final consonant systems showed very different aspect from Korean.
Chapter 3 analyzed the error type and cause by investigating the pronunciation state in Korean 'ㄹㄴ/ㄴㄹ‘ chain targeting Chinese intermediate learners. Chinese intermediate learners caused errors in 'ㄹㄴ/ㄴㄹ’ chain mainly in order of ‘segmentation error-rule application error-drop out error-substitution error.’ The cause of this error generation was analyzed as difference in phonological knowledge between native language and Korean language, and lack of grammar knowledge awareness accompanied by Korean phonological phenomenon. Segmentation error is the error caused when a Chinese learner pronounce a word by segmenting it into 1 syllable. This was caused by Chinese syllable and word cognition. Chinese language is made of 1 syllable per 1 word, such error occurs in the pronunciation phenomenon by applying such cognition on word in Korean pronunciation also. Drop out error and substitution error come from difference in syllable final consonant system between Korean and Chinese. Chinese language has only two consonants that can be placed at the syllable final consonant, accordingly, they cannot perform phoneme function independently. Which is different from Korean, of which syllable final consonant performs phoneme function. Due to this reason, final consonant pronunciation causes error due to lack of phoneme cognition of Chinese leaners on Korean syllable final consonant. Two each different phonological phenomenon can occur in Korean ‘ㄹㄴ/ㄴㄹ’ chain, differentiation in grammar information is required to pronounce by selecting one among them. Rule application error occurs, since Chinese learners cannot cognize and differentiate grammar information accompanied by phonological phenomenon. This is because they couldn't properly learn cognition and differentiation in grammar information in the process of learning Korean language.
Chapter 4 discussed teachingㆍlearning method to effectively prescribe this based on the cause of pronunciation error. First, the point that was considered in respect of composing education contents is the rank of knowledge. Phonological phenomenon has the rank along with a point that requires merely phonetic training, phoneme differentiation, or grammar information.
Therefore, this research suggested phoneme phenomenon that has a single information in the first place, and the phoneme phenomenon that requires grammar information cognition and differentiation in the last place. In the 1st stage, this research aimed at learning Korean syllable final consonant pronunciation. This research intended to teach phoneme cognition on Korean syllable final consonant and train phonetic phenomenon of syllable final consonant through pronunciation. In the 2nd stage, this research aimed at learning words cognition and pronunciation. It is necessary to train Chinese learners to enable them to cognize words to properly pronounce Korean words. For this, this research made them have phonological cognition on words regarding the words according to the number of Korean syllables through pronunciation drilling. The 3rd stage aimed at cognizing and differentiating grammar information necessary for rule application. This required repetitive drilling, since it is to learn the new knowledge of target words that is not in their native language.
Chinese learners' pronunciation error types in Korean consonant chain were mostly caused from the difference in linguistic knowledge between native language and target language. This research enabled them to learn the knowledge of target language by maximumly reducing interference of native language by considering this point in education contents composition.
，韩语论文题目，韩语论文范文 |
