The ultimate goal of foreign language learning is an acquisition of communicative competence in the target language, which refers to a practical ability of using the language. And the most fundamental factor of foreign language acquisition is learning...
The ultimate goal of foreign language learning is an acquisition of communicative competence in the target language, which refers to a practical ability of using the language. And the most fundamental factor of foreign language acquisition is learning and using the sound system of the target language. The purpose of this study was to make a comparative analysis of problems with the pronunciation of adult English learners who were native Korean speakers, and to seek ways of correcting their consonant pronunciation.
Chapter II reviewed theories of English pronunciation and compared English and Korean in terms of the sound system. Chapter III analyzed the errors of adult English learners about consonant pronunciation after their pronunciation was recorded. Chapter Ⅳ checked the effect of pronunciation training on four English skills including reading, writing, speaking and listening skills. Finally, Chapter Ⅴ analyzed the common denominators and differences between the two languages and made a suggestions about effective teaching methods for pronunciation.
The findings of the study were as follows:
First, Korean was devoid of voiced stops /b, d, g/, but there were both voiced and voiceless stops in English. In the event of pronouncing〔babo〕 native Korean speakers perceived the first sound ‘ㅂ?’ as the same as ‘ㅂ?’ between vowels, but native English speakers would spell it as〔pabo〕. Second, there was no distinctive discrimination between /l/ and /r/ in Korean. Korean speakers pronounced ‘ㄹ as /r/ when it was between vowels, and pronounced it as /l/ in the other phonetic environments. Third, Korean speakers substituted similar Korean sounds for /f, v, θ, ð z,∫/ and /??/ that don't exist in the Korean sound system. In other words, there was a strong tendency for them to replace the labiodental sounds /f, v/ with similar bilabials /p, b/ and to substitute alveolars /s, d/ for interdentals /θ, ð.
Given the findings of the study, there are some suggestions:
First of all, teachers should get an accurate grip on the sound systems of both languages, since the two languages are not the same in that regard. And it's important to grasp the types of common pronunciation errors and negative transfer phenomena among English learners and a new pervasive trend in pronunciation education. They should provide a constant opportunity for learners to keep repeating after the pronunciation of native speakers, and they should correct their errors immediately.
In conclusion, a precise pronunciation is the basis for communicative competence, and educators should direct their ceaseless efforts into improving the pronunciation of learners. Prolonged efforts will make a great contribution to stepping up the development of English education in our country.
，韩语论文，韩语论文题目 |
