일본어 모국어 학습자를 위한 한국어 발음 교육 연구

Abstract

This study aims to search on Korean pronunciation education for Japanese native learners. Through pronunciation tests of Japanese native speakers focused on final consonant nasal and lateral sounds, and nasalization and lateralization that Japanese native speakers feel difficult, errors were examined and a practical method of pronunciation education was suggested by analyzing the reasons of the errors. The purpose of Korean language education as a foreign language is to foster ability to communicate. Therefore, pronunciation education focused on fluency is actively proceeded. However, I tried to suggest a pronunciation education method handling accuracy and fluency at the same time in this study. The approach of this study is not just focused on accuracy through repeated practices, but is to come closer to a pronunciation education method concentrated on meaningful activities for learners to use in the real situation. In Chapter 1, the purpose and the necessity of the study was proposed and the significance of pronunciation and the necessity of practical teaching method were examined through prior searches related to pronunciation of Japanese native learners and prior searches related to pronunciation education of Korean language. In Chapter 2, the fact that Korean language and Japanese language have different phoneme systems was examined by comparison and contrast of syllable structures and phoneme changes of Korean language and Japanese language. In Chapter 3, the errors of the learners were experimented by dividing into two things of pronunciation recognition and pronunciation generation. The errors by Japanese native leaners were patterned by suggesting the lists of final consonant nasal and lateral sounds, nasal and lateral sounds before consonants and nasalization, lateralization. In Chapter 4, the reasons of pronunciation errors found in Chapter three were analyzed based on the comparison and contrast theories of phonemes and phonetics of Korean language and Japanese language. In order to find out more accurate reasons of pronunciation errors, the theories of acoustic phonetics were used as the basis. The teaching model of this study was developed by analyzing the reasons of the errors. The teaching method is divided into the five steps such as introduction → explanation → practice → utilization → finishing and suggested. By each step of the teaching model, the purpose of learning was suggested in the introduction step to evoke interests of the learners and pronunciation methods and rules were suggested in the explanation step for the learners to understand. In the practice step, the method to lead the repeated pronunciation learning to expand to phrases and clauses by using minimal pairs. In the utilization step, the education method that the learners can use not only in the classrooms but also in their practical lives by suggesting various activities such as games songs and role plays. Finally, in the finishing step, it consists of arranging the learned content and evaluation of the learners for them to check their achievement in learning. Chapter 5 is about the summary and the arrangement of theories discussed in the previous chapters. Most learners made errors in pronunciation because of interference of mother tongue due to the differences of the phoneme system between Korean language and Japanese language. Thus, it is important for learners to understand differences of the phoneme system from their native language. Therefore, the point that the syllable structure of Korean language is CVC type should be accurately acknowledged by learners and they should do repeated practices after learning the rules of nasalization of changed phonemes and lateralization of Korean language. When the repeated learning is finished, pronunciation education focused on activities in the meaningful context that learners can use in the practical life should follow.