This aims to examine frequent pronunciation errors and reasons by Chinese learners focused on phonotactic constraints.
To this end, on chapter 2, phonemic system between Chinese and Korean has been compared and contrasted based on prior stud...
This aims to examine frequent pronunciation errors and reasons by Chinese learners focused on phonotactic constraints.
To this end, on chapter 2, phonemic system between Chinese and Korean has been compared and contrasted based on prior studies. Moreover, element theory of government phonology has been presented. As there are many cases of allophone when phoneme combined to be syllable, allophonic sound of Korean and Chinese has closely examined. Afterward, in terms of government phonology, elements of consonant and vowel of Korean has been presented. As studies on elements of consonant and vowel of Korean have already been conducted and validated by many scholars, this study has followed them.
On chapter 3, phonotactic constraints have been classified into 3 kinds; initial sound-medial sound, (initial sound)-medial sound-final consonant , final consonant-initial sound focusing on common phoneme in Korean and Chinese. Among them, in initial sound-medial sound and initial sound- medial sound-final consonant, there are cases which can be combined in Korean, but not in Chinese due to phonotactic constraints, and this has been focused on. In case of Korean, when two syllables were combined, there are phonological phenomena between final consonant of prior syllable and initial sound of subsequent syllable due to phonotactic constraints, phonotactic constraints of final consonant and initial sound have been included in the scope of the study.
Chapter 4 has been focused on general and universal constraints among the 3 kinds of phonotactic constraints and pronunciation errors by Chinese learners due to this constraint through experiments. And reason for errors has been analyzed based on element theory.
After analyzing the experiment, if there is a phonotactic constraints between syllables of the two countries, reason for errors by Chinese learners can be categorized into 3; errors due to phonotactic constraints, due to syllable structure and phoneme difference. In the case of syllable combined with initial and middle sound, there are increased rate of errors when medial sound was diphthong rather than monophthong. They tend to pronounce diphthong to monophthong due to difference in syllable structure. In addition, there generally are error cases in syllable combined with three constituents of initial, middle and final sound. Among them, errors due to phonotactic constraints widely account for. Third, regardless of phonotactic constraints in final-initial sound of Korean, there are high rate of pronunciation errors in Chinese learners. The reason for errors can be found in phonotactic constraints between Korean and Chinese.
In term of phonotactic constraints, while there are many phonotactic constraints in Chinese, its effect on pronunciation of Chinese learners when they learn Korean is different. In other words, there are hierarchy in phonotactic constraints.
This has been able to discover that there are many cases that learners made many errors even though they knew exactly about phoneme due to phonotactic constraints. Thus, it is important to teach them focusing on syllables which are hard to pronounce rather than just focusing on phoneme. This study has its meaning in that it has shed light on the pronunciation by Chinese learners.
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