This aims at researching a program to teach Korean Fortis to Chinese learners.
Chinese students studying in Korea who fossilized wrong Korean pronunciation are subject to this research and are divided into intermediate and advanced classes and ...
This aims at researching a program to teach Korean Fortis to Chinese learners.
Chinese students studying in Korea who fossilized wrong Korean pronunciation are subject to this research and are divided into intermediate and advanced classes and given listening and speaking tests. First, students in an intermediate class have been taking a Korean beginner's class for 3 or 4 months and staying in Korea for 6 months. Advanced students have been learning Korean for a year and staying in Korea for 1 or 2 years.
The test is carried into listening and speaking. In the listening test, the subjects dictate what they listen; in the speaking test, their speaking is recorded. The test materials are as follows: 1 syllable and more than 2 syllables words, words with tensification, sentences with tensification.
The tests reveal that both groups show lower recognition rate and pronunciation rate of fortis than those of lenis, which represents the subjects have a lot of difficulties in the recognition and pronunciation of fortis.
Also, in the test of words with tensification, both groups show remarkably low recognition and pronunciation rate of fortis for words of which they do not know the meaning than they do.
This is the result from the fact that they do not recognize the Korean unreleased final sounds. Therefore, to teach phonological rules of tensification, Korean obstruent final sounds in words and sentences should be put special stress rather than those in individual sounds.
In the test of sentences with tensification, the advanced learners who are exposed Korean for a long period of time show good results in the recognition and pronunciation of fortis.
Based on the test results, the intermediate learners with low levels of 1 and 2 at TOPIK should be taught with the following steps: [explanation], [listening], [recognition], and [practice].
Next, the advanced students who do not recognize their fossilized mispronunciation in many cases should start from the step of [recognition] to [listening] and then [practice] to help them recognize their mispronunciation correctly.
Teachers should compare and contrast the manner of articulation and the point of articulation of Korean and Chinese and help learners correct their mispronunciation by themselves through the visual verification of air stream using in order for the learners to find the difference between lenis and fortis. Also, they should actively give assistance for the learners to pronounce fortis by relaxing the constriction of glottis after exploding the air stopped with the tension of glottis muscles.
Since both experimental groups who already finished the Korean beginner's class in China are in the process of "correction of sounds" rather than of "presentation of sounds", Korean teachers should help the learners have strong willpower and motivation of correcting their mispronunciation. Also, not only the teachers' continuous attention to the learner for systematic pronunciation teaching but also the learners' endeavor are needed for clear and fluent communication. More effectively and practically integrated pronunciation teaching methods should be continuously developed corresponding to the special situation like the subjects in this research.
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