This study intended to analyze the Chinese-speaking learners' errors in pronunciation of the Korean consonant in order to educate Korean language accurately.
This is focuses on finding an effective educational approach based on the Korean consonan...
This study intended to analyze the Chinese-speaking learners' errors in pronunciation of the Korean consonant in order to educate Korean language accurately.
This is focuses on finding an effective educational approach based on the Korean consonant pronunciation experimental results of the Chinese speaking learners actually, which was comparing the language characteristics of Korean and chinese for predicting the errors in the consonant pronunciation of the Korean of the chinese speaking learners.
To achieve this, in chapter 1, the purpose of study was presented, the organization of the research range, method of study and discussion was described. Furthermore, the necessity of the study was revealed through the review of the study that it is ahead.
In chapter 2, the Contrastive Analysis Hypothesis(CHA) and the hierarchical difficulty setting by Prator(1976) was summarized and presented as the theoretical background of the analysis of the experimental result firstly, the consonant system of the Korean and Chinese was presented and the point of similarity of the consonant and difference was described between 2 languages. and then, the allophonic which was shown up as the consonant of vocalization types, position modulation and modulation method of the Korean and Chinese was presented. It was setting by primary stage of Hierarchical difficulty of the Korean consonant allophonic for the Chinese speaking learners of Korean based on 6 stages of Hierarchical difficulty setting by Prator(1976) theory. As the consonant allophonic: [m], [n], [ŋ], [b], [d], [g], [ʤ], [pʰ], [tʰ], [kʰ], [ʧh], it belongs to the degree of difficulty 1st; [l], it belongs to the degree of difficulty 2nd; [k ̚], [t ̚̚̚], [p ̚], [ɦ], [h], [ɲ], [r], [ʎ], it belongs to the degree of difficulty 3ed; finally, [p], [p'], [t], [t'], [k], [k'], [ʧ], [ʧ'], [s], [s'], [ɕ], [ɕ'], it belongs to the degree of difficulty 4th.
In chapter 3, when pronouncing the consonant, the Chinese speaking learners of Korean present actually through the recording and listening experiment whether any kind of errors or aspect can show or not.
The recording experiment made 19 consonant phonemes into 38 sentences. In Chinese Harbin engineering college, the recording experiment was performed for 17 college students which majored in the korean and have advanced level. The listening experiment is the way of scoring that 5 Korean educational expert hears the recording of the learner of 17 students and it uses the method of 5 point scale (Likert Scales) whether the learner's pronunciation is natural or correct can know. When pronouncing the Korean consonant, the Chinese speaking learners of Korean presented actually the errors shown up through this 2 kinds experiment. This error was analyzed in 2 sides. First, it was the consonant allophonic hierarchical difficulty setting based and the actual pronunciation of the test subjects compared and analyze as setting up in chapter 2 whether the result came out according to the hierarchical difficulty setting or not. therefore, it was set up final consonant allophonic hierarchical difficulty. In other words, the actual state of the errors and the causes of the errors tries to be together looked into.
Second, we described together in the dimension of the phonological changes related to the Korean consonant. The 2nd degree of hierarchical difficulty setting up of the Korean consonant allophonic can organize as follows: [m], [n], [b], [d], [g], [pʰ], [tʰ], [kʰ], [ʧh], it belongs to the degree of difficulty 1st; [ŋ], [ʤ], [r], [k], [t], it belongs to the degree of difficulty 2nd; [k ̚], [ɦ], [h], [l], [ʧ], [ɕ], [p'], [s], it belongs to the degree of difficulty 3ed; finally, [p], [p ̚],[t'], [t ̚̚̚], [k'], [ʧ'], [s'], [ɕ'], [ʎ], [ɲ], it belongs to the degree of difficulty 4th. It is seen that the a bit of difference shows the result 1st degree of hierarchical difficulty setting and the 2nd degree of hierarchical difficulty setting from the valuation of pronunciation of the advanced Chinese speaking learners of Korean. This difference can be organized as follows: first, in level 0 stage, at allophonics of difficulty 1st, the primary degree of difficulty was 11, but the secondary degree of difficulty was 9 allophonics which was excluded 2. Second, in level 3 stage, at allophonic of difficulty 2nd, the primary degree of difficulty only have "[l]" consonant allophonic, on the other hands, it was totally differently changed in the secondary degree of difficulty. Third, in level 4 stage, the primary degree and second degree of hierarchical difficulty setting at 3ed difficulty also was shown up differently results. Fourth, in the final level 5 stage, the degree of difficulty 4th obviously changed according to the change of above stage. In level 5 stage, the degree of difficulty 4th only have been lax consonants and fortis, since analyze the results of pronunciation actually, 2 was added. Finally, the errors did not show as the second degree of hierarchical difficulty setting according to the results of pronunciation and the hierarchical difficulty setting by Prator(1976). In Kim eungyeong(2012:145), the basis can be found. That is, the similarity is necessary with the heterogeneity between the language for the pronunciation learning or error prediction and analysis.
In chapter 4, the effective teaching method about the errors shown up in the second degree of hierarchical difficulty and the phonological changes according to the results of pronunciation was presented.
In this study, the purpose to present the effective teaching method to the advanced Chinese speaking learners of Korean was left which was compared and contrasted with the Korean consonant system, the allophonic and the phonological changes.
However, moreover one subsequent study will have to be followed against the learner of not only the advanced Chinese speaking learners of Korean language but also the beginners and intermediate students in order to get off the sound conclusion about the consonant allophonic degree of hierarchical difficulty setting up. Besides, the analysis through the similarity examination of the consonant allophonic is required between 2 languages.
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