It can be said that the starting point of all languages is pronunciation. So, cultivating the habit of accurate pronunciation is a prerequisite for learning a foreign language. A habit is important in learning languages. In acquiring the native langua...
It can be said that the starting point of all languages is pronunciation. So, cultivating the habit of accurate pronunciation is a prerequisite for learning a foreign language. A habit is important in learning languages. In acquiring the native language, one follows the process of hearing the sound and then speaking soon after one was born. The question in learning a foreign language is whether one can accurately recognize and pronounce the foreign language sound whose phoneme is different from, or similar to, the native language.
The influence of the native language, particularly in the case of adult learners, cannot be denied in learning the pronunciation which is the first step in learning a language. The negative transition of Chinese learners’ pronunciation in learning the Korean language belonging to the same cultural area of Chinese characters is expected and just a little attention is paid to the pronunciation education in the elementary stage but in the intermediate and advanced stages, language education focuses mainly on fluency rather than pronunciation. When we observe the training of the pronunciation of the Korean language as a foreign language we find that, if students pronounce approximately by the method of imitation, then teachers roughly pass through for about a few weeks at most and enter the stage of understanding the meaning of the texts. As a result, the accuracy of the phoneme is reduced and at the stage of learning words and sentences, the pronunciation becomes a mess. So, it is an important matter that we cannot afford to neglect to pronounce accurately through sufficient training of pronunciation. For the learners taking intermediate and advanced course in which more and more Chinese characters are involved, it is difficult to emphasize all phonemes similar to many Chinese characters.
The Korean language and the Chinese language belong to different systems but are included in the same Chinese characters cultural area, so the two languages have the common points in that both languages partly or entirely use Chinese characters in composing their respective words. In the case of pronunciation, there is the possibility of negative transition and pronunciation errors being fossilized and there is no guarantee of the pronunciation getting better during the learning period, so the importance of pronunciation in the early stage of learning languages cannot be too emphasized.
It is true that foreign language education nowadays emphasizes fluency rather than the accuracy of pronunciation. But, for the learners who regard accurate pronunciation as their goal of pronunciation learning, the programs for enhancing the accuracy of pronunciation are urgently needed. Also, when accurate pronunciation has been taught to the learners who study foreign languages for the first time, it will have lots of positive effects on the learners who will learn foreign languages afterwards. If erroneous articulation point is used first and this misuse is thought permissible and fossilized, then the learners will miss the opportunity to learn correct pronunciation. Fluency in pronunciation is important but after the opportunity to learn accurate pronunciation is provided, it is desirable that the learners should decide which should be more emphasized, fluency or accuracy, according to the learners’ preference.
In the current Korean language education, most of the methods of teaching pronunciation are to have the learners repeat after the teacher’s mouth shape. But it is not easy to find accurate articulation points and pronounce correctly by just imitating the mouth shape. It is also not easy to correct the learner’s inaccurate but similar pronunciation since the learner’s position of the tongue in the mouth is not visible.
Accordingly, this study attempts to compare and analyze the types of erroneous pronunciations of the Chinese learners by using the same shape synonyms presented in the elementary textbooks. Also it attempts to enable the Chinese learners in pronunciation education to recognize the difference in pronunciation between the Chinese language and the Korean language through using some of the same shape synonyms.
This study examined the negative influence of vowels brought about by some of the same shape synonyms of the same quality of sound when the Chinese learners learn the Korean language. This study listed practical examples of some of the same shape synonyms related to language transition among the matters about which the Chinese learners should be careful in learning the Korean language, and examined the errors that most of the Chinese learners are apt to make by clarifying the interfering phenomenon of the vowels of the native language through using the sound analysis program Praat.
This study is composed as follows. Chapter I introduction examined major researches on pronunciation education to find out how the pronunciation errors made by the Chinese learners were dealt with in the preceding researches. Also how those errors have been corrected was examined and the purpose and direction of this study are presented.
Chapter II examines the language transition and the phonological system and researches on experimental phonetics of vowels and the theoretical background on which the experiments are based, and thus secured the basis of the methods of experiment.
Chapter III examines the consonants phonemic system of both the Korean language and the Chinese language was basically examined in order to extract Chinese characters on which this study has made experiments, and the textbooks to extract the Chinese characters of the same sound quality and what words analyze were chosen are presented.
In Chapter Ⅳ, analyzes the results of phonetic experiments and presents the contents of the experiments conducted in this study and the results of phonetic experiments. Also, based on the analyzed results of the experiments, the errors made by the learners in the sa
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