The current emphasis of communicative approaches for English language teaching draws a special attention to English pronunciation. Therefore, this thesis aims to suggest meaningful approaches leading to a successful English learning with the analysis ...
The current emphasis of communicative approaches for English language teaching draws a special attention to English pronunciation. Therefore, this thesis aims to suggest meaningful approaches leading to a successful English learning with the analysis of the phonological differences between Korean and English. This study consists of the following chapters.
In the second chapter, the history of teaching pronunciation and the phonological differences between Korean and English are critically reviewed and discussed. Today the goal of teaching pronunciation is to help second language learners attain "intelligibility," which has shifted from the tendency of achieving the native-like pronunciation in the 1970s. With the different syllable structure between the two languages, Korean learners of English may face a lot of difficulties in articulating the intelligible sounds of English. Among their pronunciation problems, this study focuses on the insertion of unnecessary vowels, /i/ and /I/, into the stretched consonants and to the consonant-ending syllables.
The third and the fourth chapter describe the design and the process and discuss the results of the experiment. In this experiment, I record and analyze 15 male high school students' pronunciation using a software, called Tell Me More, which is developed for the practice of speaking. The findings show that the unnecessary vowels are added to the syllables ending in voiceless fricatives, affricates, and stops. It is also shown that the unnecessary vowels are more frequently inserted in the sentence level than in the paragraph level, in which learners may be less conscious of their own pronunciation of the distinct sounds.
Finally, this study suggests alternatives in teaching pronunciation, based on the data from the experiment; English teachers should draw students' attention from the segmental to the suprasegmental and help them establish one's own strategies for learning English in a longer term. Further, this study recommends that subsequent research be done about the differences and difficulties that Korean learners may face when learning English, and that some more effective teaching methods be developed based on the research.
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