This thesis aims at surveying transfer of Korean Phonology in English learning and conducts an experiment to see whether it can be blocked by negative transfer.
I conducted experiments to 40 students from 8th to 11th graders. Before the experiment, I...
This thesis aims at surveying transfer of Korean Phonology in English learning and conducts an experiment to see whether it can be blocked by negative transfer.
I conducted experiments to 40 students from 8th to 11th graders. Before the experiment, I chose 8 categories based on the earlier studies and comparison between Korean and English phonology.
The experiment was conducted in three ways, test 1, pattern drill, and test 2.. In the test 1, subjects of this experiment were asked to pronounce 24 examples which have 8 different phonological features. The data were examined by two korean teachers to identify whether there were errors caused by transfer of Korean. In these 8 categories, subjects of this experiment showed 49 percent errors. This result showed that there was transfer of Korean in English pronunciation. In the pattern drill, subjects were told the explanation regarding errors and were made to repeat related words and sentences in the correct way. They had two classes for explanation and pattern drill. In the test 2, subjects were asked to pronounce different 24 examples to check out how much errors were reduced. The errors decreased by 24%. The result of this experiment told us that errors caused by transfer of native tongue can be reduced by instruction.
Given three kinds of tests carried out, this study concludes that Korean speakers made errors by transferring Korean phonology and those errors could be blocked by negative transfer. This result suggests that English teachers teach pronunciation to students by considering transfer of Korean phonology and expose them to various examples which tell students of the reason of their errors.
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