We learn from pronunciation at first when learning a language. We can evaluate the learners who learned the language through several tests, but we first evaluate them by listening to their pronunciation in everyday life. If their pronunciation is poor...
We learn from pronunciation at first when learning a language. We can evaluate the learners who learned the language through several tests, but we first evaluate them by listening to their pronunciation in everyday life. If their pronunciation is poor, they are recognized to be poor in other parts as well. Accuracy and fluency are needed for smooth communication. Bad pronunciation can cause a problem in communication even though a certain level of conversation ability is maintained. In addition, incorrect pronunciation may cause misunderstandings to listeners and may even make them hurt. Therefore, pronunciation is an important part in learning a language. When learning a language, we need to learn well from pronunciation to express our thoughts well. It is difficult to correct mispronunciation later if it is continued.
In this study, I investigated how much the intermediate level Chinese learners of Korean can identify the phonological phenomenon about ‘consonant/r’ sequences, and then sought the effective education methods in the ‘consonant/r’ sequences by analyzing errors through a survey.
In Chapter 2, I examined Korean syllables and Chinese syllables. Korean syllables are composed of three parts such as initial consonants, vowels, and final consonants, and the seven consonants of ‘/k, n, t, r, m, p, ŋ/’ are pronounced in Korean final consonants. However, Chinese syllables are composed of initial consonants and vowels.
There are only two Chinese final consonants, i.e. [n] and [ŋ]. Due to this difference between the two languages, Chinese learners of Korean are likely to make pronunciation errors. In addition, a lot of the pronunciation constraints occur as in the final consonants of Korean as the unreleased phenomenon arises in the syllable final consonants of Korean. The features of the consonants can be discriminated in the initial consonants, but the original distinctive features are lost and neutralization occurs in the final consonants. Therefore, Korean words cannot be pronounced according to their phonetic value. The same ‘n/r’ sequence is sometimes pronounced as [ll] and sometimes as [nn] because it is not only related in terms of phonology but also contains grammatical information. However, it can be very confusing to the Chinese learners of Korean who have not experienced a lot of phonological phenomena, and pronunciation errors also frequently occur. There is a phonological phenomenon called ‘er’ sound (儿化) in Chinese. Chinese learners of Korean make errors when pronouncing Korean due to this influence of their mother tongue.
In Chapter 3, I created survey questionnaires by focusing on the ‘consonant/r’ sequences and conducted a survey on the intermediate level Chinese learners of Korean to identify the error situation. As a result, various errors including the final consonant deletion errors, final consonant substitution errors, pause errors, and rule application errors were found. Some of them were the ones that occurred due to the influence of the mother tongue of the Chinese who learn Korean, and others occurred due to the lack of sufficient education about pronunciation when they learn Korean.
In Chapter 4, I proposed the pronunciation education plan for the Chinese learners of Korean, and proposed a real class plan by examining how to educate the final consonant deletion errors, final consonant substitution errors, pause errors, and rule application errors occurring in ‘consonant/r’ sequences and what needs to be kept in mind during education.
In this study, I proposed the method of teaching Chinese learners of Korean in a way that they can easily learn the pronunciation in ‘consonant/r’ sequences. I trust that this plan will be a good teaching method for other language learners as well as Chinese learners of Korean.
，韩语毕业论文，韩语论文 |
