Attention to pronunciation has been less paid compared to grammar and vocabulary in Korean education even though there has been a little attention paid to segmental pronunciation factors. Moreover, there have been few studies on methods for teaching p...
Attention to pronunciation has been less paid compared to grammar and vocabulary in Korean education even though there has been a little attention paid to segmental pronunciation factors. Moreover, there have been few studies on methods for teaching pronunciation to implement in class. This study begins at these problems and tries to draw up a method for teaching pronunciation in an effective way.
The existing teaching pronunciation is mostly implemented as a way of ‘listen and repeat’. It is a way that learners repeat what they hear teachers’ utterance or other listening material sound, It has a positive effect for a short sentence including vocabulary, however, it is problematic for foreign learners to recognize and repeat what they hear from Korean native speakers exactly for a long sentence.
To make up for the shortcoming this study presents a method utilizing ‘shadowing’ as an effective way for Korean pronunciation eduction. It is possible to imitate regardless of the sentence length, and it is especially effective to learn suprasegmental factors. Therefore, the method was implemented in real class of Korean pronunciation to verify its effects on the learners’ Korean pronunciation.
The experiment was carried out with foreign learners 10 times for about 5 weeks. The subjects of the experiment were divided into two groups of control group of ‘listen and repeat’ and experiment group of ‘shadowing’. To find out the influence of shadowing on learners’ Korean pronunciation, the pronunciation skills were divided into accuracy and fluency first, and then divided into each segmental sound, phonological rules, and suprasegmental sound to assess. In addition, the learners’ attitude and response to shadowing was dealt with a questionnaire.
The result shows that shadowing has a positive effect on learners’ Korean pronunciation and their attitude and its effectiveness in class was verified.
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