Foreigners who desire to receive education in Korean language as a foreign language come from different social, economical and cultural backgrounds. These individuals seek to learn Korean for their particular needs based on their backgrounds. In order...
Foreigners who desire to receive education in Korean language as a foreign language come from different social, economical and cultural backgrounds. These individuals seek to learn Korean for their particular needs based on their backgrounds. In order to accomplish their unique goals, the learners of Korean language receive their education in Korean from highly qualified instructors and from within the high quality, and demanding Korean education system. The international students pursuing a degree in Korean colleges and universities especially benefit from this education system for their needs in verbal communication and their needs in academic vocabulary.
Reading activities consist of two essential steps, word recognition and reading comprehension. It is very important to acquire good pronunciation skills in order to properly pronounce the words they learn, as this will allow to more efficient use of the language. The Korean alphabet’s(Hangul) combination of consonants and vowels is very systematic and that fact simplifies the learning process of spelling in using the Korean language. However, when syllables are combined to as form a word and a sentence, the writing and pronunciation process becomes more complicated, therefore reading is required be done through the phonological process rule.
This study observes how the combined intervention program affects on the acquisition reading pronunciation of Korean phonological process words and the acquisition aspects of each phonological process rules to the four Korean learners whose first language is Chinese. The training’s purpose is to evaluate how accurately they read the words of the phonological process which have fortisization, nasalization, lateralization, intermediate sound /ㅅ/(/ʃiot ̚/). We assess how they read the untrained words which include the four factors above. The intervention effects are analyzed by the multiple probes across subjects design.
We have four results. First, the results indicates that the combined phonological process rule explanation and the words activity intervention affect to the four Chinese subjects in every types of words. We compare the average accuracy of the baseline stage with intervention stage. The subject A got improved 34.9%, the subject B got improved 27.6%, the subject C got improved 44.3%, and the subject D was improved 26.0%.
Secondly, the results indicates that the four Chinese subjects have had different conditions after the experiment phonological process words reading pronunciation acquisition. We compare the average accuracy of the baseline stage with the last three steps of the intervention stage. We can see how accurate they were at the baseline stage: the subject A got 36.0%, the subject B got 39.1%, the subject C got 17.2%, and the subject D got 25.0% at the baseline stage. However, at the last three steps of the intervention stage, their accuracy has had changed: the subject A and B got the highest accuracy rate with 93.75%, the subject C got 75.0%, and the subject D got the lowest percentage for 56.25%.
Third, the subjects' learning characteristics of reading were different on each of the phonological process. The accuracy of the last steps of evaluation during the intervention stage was recorded: fortisization 100%, nasalization 52.1%, lateralization 64.6%, intermediate sound /ㅅ/ (/ʃiot ̚/) 68.8%. The results shows that the accuracy is increased: fortisization 28.1%, nasalization 34.9%, lateralization 60.0%, intermediate sound /ㅅ/ (/ʃiot ̚/) 48.5%. It shows that lateralization has the greatest changes and fortisization has the least change after all.
The findings of the study are as such: First, it suggest demonstrates the effect of Korean pronunciation intervention in the concrete way. It can prove not only the intervention effect for the both of trained/untrained words but also the intervention in the phonological process. Second, it offers a modified and complemented new combined intervention program using the a pre-existing program, as well as applied applying that program to those learners. Third, it offers how to evaluate the phonological process and how to train people who are learning Korean language. These newly offered outcomes can be applied the subjects who have difficulties with the phonological process. Finally, we make ensured that the learners who have been treated their phonological process got positive effects from this study and, which means that our study can be effectively applied to others.
，韩语毕业论文，韩语论文 |
