This aims to analyze Persian learner’s errors in acuiqisition of Korean phonemes and phonological phenomena, mainly focusing on developmental pattern and its cause of ‘[ŋ-Ø] sequence error’ since it is one of the most unique error type. ...
This aims to analyze Persian learner’s errors in acuiqisition of Korean phonemes and phonological phenomena, mainly focusing on developmental pattern and its cause of ‘[ŋ-Ø] sequence error’ since it is one of the most unique error type.
In chapter 2, for the error analysis of Persian learner’s Korean pronunciation, 180 words and 40 sentences were given to each Persian learner, and it was recorded. Each word contained every consonant and vowel, and each sentence consisted of 11 phonological phenomena in Korean.
Firstly, four kinds of errors were found when they pronounced the phonemes. Most of all, Persian learners had difficulties in telling the difference between ‘neutral-aspirated-tensed’ consonants. Also, they mispronounced ‘가, 캬, 까’ such as ‘갸, 캬, 꺄’. Plus, monophthongs including ‘ㅡ, ㅓ’ and diphthongs including ‘ㅝ, ㅞ, ㅟ, ㅒ’ were errors, too.
Also, they made errors when they read sentences that included Korean phonological phenomena ranging from 100% to 20%.
Lastly, an error in [ŋ-Ø] sequence is interesting, too. Persian learners insert ‘ㄱ’ when ‘o’ is placed in front of vowels.
In terms of interlangue, the cause of each error type is divided into three groups. The first group is ‘L1(Language 1) intereference’, the second group is ‘TL(Target language) difficulty’, and the last group is ‘adaptive rules’.
In chapter 3 and 4, an experiment on [ŋ-Ø] sequence error was conducted in order to show error rate depending on learner’s proficiency, developmental pattern and the cause. In doing so, 8 Persian learners were supposed to have an interview and read a text.
Firstly, through both experiments, a biginner’s group had the highest error rate, the advanced groupd ranked the second highest, and the intermediate group made the least errors.
Secondly, developmental pattern were shown with implicational scaling. More specifically, the purpose of this experiment was to analyze the developemtal pattern according to a follwing vowel. Consequently, ‘ŋ/doble vowel(except ‘ㅢ’)’ form was aquired earlier than ‘ŋ/monophthong’. In monophthongs, ‘ŋ/back rounded high(middle) vowel’ form was learned earlier than ‘ŋ/front unrounded low vowel’ form. In diphthongs, ‘ŋ/ascending diphthong’ form was acquired first, and then ‘ŋ/descending diphthong’ form was acquired later.
Each developmental pattern is caused by L1 interference, TL difficulty and adaptive rules respectively.
This study is meaningful to show Persian learner’s error types and developmental patteren that have never been dealt with, especially the insertion of /y/ and [ŋ-Ø] sequence error. Moreover, it analyzes not only the error rate but also developmental pattern of acquisition. Also, it will be helpful for teaching Korean language to Persian learners.
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