The purpose of this study is to suggest an appropriate teaching plan for nasal
assimilation aiming at English-spoken Korean language learners through
overtaking analysis on erroneous Korea nasal assimilation pronunciation attempted
by those learner...
The purpose of this study is to suggest an appropriate teaching plan for nasal
assimilation aiming at English-spoken Korean language learners through
overtaking analysis on erroneous Korea nasal assimilation pronunciation attempted
by those learners from contrastive linguistic perspectives. In the second chapter,
I am going to examine both one difference between English and Korea syllable
structure and the other difference between assimilations of those two languages
in order to find difference between Korea and English nasal assimilation.
Through this process, it was possible to predict English-spoken learner’s erroneous pronunciation. In the third chapter, I am going to conduct analysis on
erroneous pronunciation through testing English-spoken learners’ Korean nasal
assimilation pronunciation. Korean nasal assimilation environment can be largely
categorized into three parts: bilabial consonant, alveolar consonant, and soft
palatal consonant. Examination is constructed varied depending on learning
level: beginner and intermediate level. Then analysis is conducted individually on
erroneous pronunciation by learning level. The analysis of the result is jointly
conducted by author of this study and the other two Korean language teachers
with sufficient experience of field teaching. We successfully verified reasons for
erroneous Korean nasal assimilation pronunciation varied depending on learning
level and different phonological condition. Depending on learning level, erroneous
pronunciation frequency is found to be relatively higher for beginner level
learners than intermediate level learners. Meanwhile, depending on phonological
condition, erroneous pronunciation frequency for other phonological samples is
found to be higher for soft palatal consonant, alveolar consonant, and bilabial
consonant in order described. Based on this result of test, I am going to suggest
an appropriate teaching plan for Korean nasal assimilation aiming at
English-spoken Korean language learners in the fourth chapter. Then, I am also
going to define phonological prerequisites for awareness of nasal assimilation
pronunciation. Given a finding that frequency is varied depending on phonological
condition, I claimed that nasal assimilation should be required to be introduced in
order of bilabial consonant, alveolar consonant, soft palatal consonant to those
English-spoken Korean language learners. And I suggested an integrated teaching
method model for Korean nasal assimilation with five phases categorized. This
integrated Korean language class is composed of five applicable learning phases:
diagnosing with models, listening to spoken words, understanding principle of
nasal assimilation, practicing nasal assimilation, and internalization of law of nasal
assimilation. Based on such a teaching method model, I created an integrated teaching plan for Korean nasal assimilation. The integrated teaching plan for
Korean nasal assimilation suggested in this study would be expected to be
applicable to entire phases of Korean language class in order to improve
English-spoken Korean language learners’ pronunciation availability. I
investigated whether English-spoken Korean language leaners with beginner and
intermediate level proficiency are able to pronounce Korean nasal assimilation in
correct manner. In conclusion, further active study is required to be conducted
over entire phases of teaching plan for Korean nasal assimilation through
expanding scope of investigation into high level English-spoken Korean language
learners.
，韩语毕业论文，韩语论文 |
