ABSTRACT
A Study on Teaching of Stress in Korean Accentual Phrases for Chinese Learners
Kim, Su mi
Department of Teaching Koreanasa as a Foreign Language
The Graduate School of Education
Hankuk University of Foreign Studies
This study o...
ABSTRACT
A Study on Teaching of Stress in Korean Accentual Phrases for Chinese Learners
Kim, Su mi
Department of Teaching Koreanasa as a Foreign Language
The Graduate School of Education
Hankuk University of Foreign Studies
This study observed prosodic characteristics of Korean accentual phrases (APs) produced by eight Korean native speakers and ten Chinese learners of Korean language using methods from experimental phonetics. Based on the data, the study analyzed error patterns of the Chinese learners and found out reason behind them to develop a new teaching method of Korean prosody.
The participants of the study were selected from female native Korean and Chinese speakers who were in their 20s. Those Chinese participants were picked out from only beginners of Korean language study, since they tend to show language transfer clearly. The study used two-syllable words and APs with three and four syllables. The two-syllable words were ones which have meanings, and nominative case “이/가(i/ka)” and auxiliary particle “-란게(-ranke)” were added to make the three-syllable and four-syllable APs. All the participants of the study were told to use the APs to make sentence "( ) 무슨 뜻인지 알아요. (I know the meaning of ( )).”
The results of the study based on the above experiment are as follows.
The Korean participants produced correct utterances according to the tonal and rhythm patterns of Korean language. They also showed interesting patterns when they uttered complex syllables. They made more prolonged and higher sound when they produced words of heavy syllable and high tone, but shorter and lower sound when they produced words of light syllable and low tone. This indicates that not only tonal but also rhythm patterns are important in teaching Korean as a foreign language.
The Chinese learners, however, did not follow the prosodic rules of Korean and repeatedly made high pitch sound on the first syllable and longer sound on the second one. When they produced complex syllables, they showed no patterns that were observed in the Korean participants.
These errors seem to be made mainly due to the characteristics of Chinese language: high pitch on the first syllable and prolonged sound on the second one. Since they were not fully aware of the phonological rules of Korean, all the Chinese participants made awkward utterances.
To solve the problem, a new step-by-step method of teaching characteristics of Korean prosody for Chinese learners and prosodic notation which help them check the length and pitch of each syllable were devised based on a survey, in which the Chinese participants were told to answer in which the Chinese participants were told to answer about Korean prosody.
The study is meaningful given that it selected words, APs and sentence which are commonly used by Korean speakers, found the importance of teaching both the tonal and rhythm patterns for learners' perfect use of Korean prosody and suggested a new way of teaching prosodic features of the language. However, the study has several limits as well. First of all, it did not take the Chinese participants’ Korean levels into account when choosing words, APs, and sentence. Also it used declarative sentence, not dialogue. Finally, the study has not demonstrated the effectiveness of the new teaching method.
，韩语论文题目，韩语论文范文 |
