This research suggested the ways of effective education of nasal sound at the end of the Korean syllable by finding Chinese learners’ nasal sound errors at the end of the syllable by conducting voice recognition experiments and utterance experiments...
This research suggested the ways of effective education of nasal sound at the end of the Korean syllable by finding Chinese learners’ nasal sound errors at the end of the syllable by conducting voice recognition experiments and utterance experiments on Chinese learners regarding the nasal sound at the end of the Korean syllable and by revealing the types and causes of errors.
Before conducting those experiments, Chapter 2 examined the syllable structures and the distribution of nasal sounds of the Korean and the Chinese languages in order to grasp the causes of Chinese learners’ errors in nasal sound at the end of the syllable. In Chapter 3, Chinese learners’ nasal sounds at the end of the Korean syllable were divided into the nasal sound at the end of the word and the nasal sound in the middle of the word and the recognition experiments and the native speaker’s evaluations of the nasal sound at the end of the syllable uttered by Chinese learners were conducted. And the length of preceding vowels in nasal sound at the end of the word and the length of nasal sound in the middle of the word were measured.
The results of the experiments showed that in the nasal sound at the end of the word and preceding vowels, the errors in the nasal sound syllable in the middle of the word decreased in descending order of /ㅁ/→/ㄴ/→/ㅇ/, /ㅏ/→/ㅔ/→/ㅓ/→/ㅜ/→/ㅡ/→/ㅣ/→/ㅗ/ In error types, there were errors only in the substitution type. In the case of the nasal sound in the middle of the word, the learners have more difficulties in double consonants than the single consonant, and there were more errors in /ㄴ/ than in /ㅁ/. There were three types of errors: substitution, omission, and addition.
In the utterance experience, the nasal sounds at the end of the word and preceding vowels were found to be easy for the learners in the descending order of /ㄴ/→/ㅁ/→/ㅇ/, /ㅏ/→/ㅓ/→/ㅜ/→/ㅗ/→/ㅡ/→/ㅣ/→/ㅔ/ And when it is combined with /ㅔ/, the learners found it more difficult in recognition than in utterance. It was found that there were three types of errors: substitution, change/extension, and unclearness. In the case of the nasal sound in the middle of the word, learners had more difficulties in double consonants than the single consonant as in the case of the results of the recognition, and there were more errors in /ㄴ/ than /ㅁ/. Error types were substitution, change/extension, unclearness, addition, omission, and unclearness of the length of the nasal sound.
The results of measuring the length of preceding vowels and the nasal sound in the middle of the word in the nasal sound at the end of the word showed that Chinese learners tended to pronounce preceding vowels in the nasal sound at the end of the word longer than Korean learners. In the case of the nasal sound in the middle of the word, Chinese subjects tended to pronounce the single consonant longer than Korean subjects. Chinese subjects sometimes pronounced the double consonants longer and sometimes shorter than Korean subjects.
Based on the results of those experiments, in the final Chapter 4, the nasal sounds at the end of the word were distinguished between the nasal sound in the middle of the word for Chinese learners’ effective nasal sound at the end of the syllable and the results of recognition experiments and the results of utterance experiments were presented in the order of easiness, and the recognition and the utterance of the preceding single vowels and the nasal sound at the end of the syllable were taught separately, and the educational plans of the nasal sound at the end of syllable accordingly were presented. And finally, preceding contents were organized, leaving the insufficient parts as the future task and the discussions of this research were finished.
，韩语论文题目，韩语论文题目 |
