This study has attempted to analytically review the contents and composition of phonemic systems against 6 different Korean textbooks used in Chinese colleges.
In chapter 2, the current use of Korean textbooks and its composition have been examined....
This study has attempted to analytically review the contents and composition of phonemic systems against 6 different Korean textbooks used in Chinese colleges.
In chapter 2, the current use of Korean textbooks and its composition have been examined. To figure out the current use of Korean textbooks in Chinese college, a questionnaire survey has been performed on phonetics-related courses and textbooks used in 65 colleges. For this, a total of 11 different Korean textbooks have been chosen. Among them, six textbooks have been used for this study. In terms of pronunciation and phoneme which were commonly found in the six textbooks, ‘consonant-vowel-final consonant-phoneme’ was primarily used. In addition, other contents have been added. In terms of the suggestion of textbook contents, ‘suggestion - explanation - writing - vocabulary - practice’ was mostly discovered.
In chapter 3, phonemic systems were analytically reviewed against the 6 different textbooks. In these textbooks, the phonemic system consists of phonetic information, phonemic information, phonetic signs, suggestion order and relation with the pronunciation of mother tongue.
Regarding phonemic systems, phonetic information accounts for a significant portion in most textbooks. Despite this great portion, however, it is still very poor in terms of accuracy of contents and explanation systems. The biggest problem was that most phonetic information-related curriculums have failed to play a big role in learning Korean phonemes.
Phonemic information is needed in perceiving phonemic and corresponding functions. Since phonetic information is suggested in a way to explain the articulation of individual phoneme, learners cannot recognize the discriminative characteristics of phonemes. The phonemic information mentioned in the textbooks mostly suggests just vowel systems or the vowel quadrilateral. In addition, there is no explanation on the suggested information. To help students learn the corresponding functions of phonemes, it is necessary to suggest at least minimum pair.
In case of vowels, international phonetic alphabets have been used for phonetic signs. For consonants, both international phonetic alphabets and Hanyu Pinyin Romanization were used. It is common for learners to get direct information from phonetic signs to pronounce the phonemes of foreign language. To use the international phonetic alphabets in textbooks, preliminary education on them is required. However, this part was ignored in the six textbooks.
The order of suggestion is related with difficulties in phoneme education. It is more efficient to suggest easy phonemes first and difficult ones later. Because phonemes have series and class relationship, they have unmarkedness and markedness from the perspective of linguistic contrast. In the six textbooks, however, these standards aren’t found at all. In case of vowels, ‘simple vowel-complex vowel’ was suggested. Some textbooks suggested phonemes depending on graphemic standards, not on phonemic standards. In vowels, there is no flexibility between grapheme and phoneme. Therefore, the order must be set based on phonemic standards. In case of consonants, the position of articulation was used as the standards for category while the manner of articulation was adopted as the standards for section. Before setting the order of phoneme suggestions, there should be precise and objective discussions on various suggestion methods.
In terms of corresponding relations with the pronunciation of mother tongue, it is necessary to suggest phonemes and phonetic information corresponding to Chinese language by suggesting Korean phonemes. In the textbooks, Chinese phonemes corresponding to Korean phonemes were selectively suggested. There might be no problem if the two phonemes have no phonetic difference. However, the phonemes of two languages with different phonemic systems were often corresponded to each other too much, which has in turn caused confusion to students. If the phonemes of foreign language are learned through the corresponding phonemes of mother tongue along with phonetic signs, therefore, the phonemic systems of the target language are acquired in an unstable manner.
，韩语论文范文，韩语毕业论文 |
