Pronunciation should be properly taught when learners learn a new language from beginning to end and an opportunity for systematic pronunciation instruction should be provided for them. Because adult learners already internalized the phonological syst...
Pronunciation should be properly taught when learners learn a new language from beginning to end and an opportunity for systematic pronunciation instruction should be provided for them. Because adult learners already internalized the phonological system of their mother tongue, the fact that they are influenced by the pronunciation of their mother tongue when they learn the pronunciation which is not in their mother tongue should be considered.
This study examines the influence of the mother tongue on second language acquisition through contrastive analysis between Korean language and Chinese language and predicts the difficulties when Chinese learn Korean. After that, through text analysis, it tries to figure out whether the existing textbooks are suitable for learning Korean language for Chinese learners and proposes a plan for pronunciation instruction and the model according to the suitability to develop a suitable textbook for Chinese.
The second chapter predicts pronunciation which is difficult to learn for Chinese learners through the contrastive analysis of vowels, consonants, syllable structures, phonological processes, etc. The results show that Chinese language has different pronunciation system from Korean language and adult Chinese learners are influenced by Chinese pronunciation because they already internalized the phonological system of their mother tongue. The third chapter examines the characteristics, strengths and weakness of textbooks by analyzing the existing pronunciation text books. The results show that each textbook has their own characteristics and they have several common problems. Regarding the order of presentation, the arrangement of consonants and vowels in existing textbooks doesn't properly consider the influence of their mother tongue. In addition, in the stage of pronunciation method, the methods are explained too literally and an opportunity to think about consonants and vowels by themselves is needed for learners. As for the unit of the textbook, most texts books are composed by echo reading and shadow reading similarly and a systematic and step-by-step composition is needed.
Based on the above, the fourth chapter presents a model for the practical pronunciation composition model. It can be summarized as follows. The contents to be learned should be presented as follows : from simple to complicated, from easy to difficult and "vowel→ consonant → final consonant → phonological processes". In addition, as for the stages of concrete step to compose units, it should be done in the oder in which the learners accept the pronunciation effectively and easily. In each step, the more it is definite and detailed, the more it is easy to learn and the learners can learn them step by stem. Therefore, it should be done in the order, "presentation(auditory presentation and cognitive presentation), practice and application", considering the step for practical pronunciation instruction.
Pronunciation instruction should be done constantly, gradually and systematically from the early stage of language instruction. Of course, it might be impossible for Chinese learners to pronounce Korean language exactly and naturally like Korean. However, the study aims to provide effective and high-quality Korean language education with a better pronunciation textbook.
，韩语论文，韩语论文范文 |
