대학생의 겹받침 발음 실태와 원인 분석

김연희 ( Yeon Hee Kim ) 한말연구학회 2013 한말연구 Vol.- No.33

The purpose of this study is analysis on pronunciation practice feature of consonant cluster incoda in Korean language. The result of pronunciation analysis by letting university students who were born and are currently residing in Seoul and Gyeonggi area to recite morphologically constituted ‘uninfleced word + postposition’, ‘verb stem final+ inflectional affix’ phrases with ? consonant cluster incoda, is as follows;1. In morphologically constituted ‘uninflected word + postposition’Firstly, final double consonants are highly used in standard pronunciation as [ㅅ] located after consonant is popularly pronounced as [ㅆ], if ‘uninflected word’ having ‘ㄳ, ㅄ’ as final consonant is combined with postpositional particle starting with a vowel. Secondly, consonant cluster incoda ‘ㄺ, ㄻ, ㄼ, ㄽ’ were mostly pronounced as [ㄹ]. Especially in case of high more erroneous than standard pronunciation of ‘ㄺ, ㄼ, ㄽ’ pronounced from ‘chicken’, ‘eight’ and ‘single-minded’, this case may be regarded as reconstruction course into ㄹ. 2. In morphologically constituted ‘verb stem final+ inflectional affix’Firstly, verb stem final with ‘ㄵ, ㄻ, ㄾ’ were poor in vocabulary and frequently used, high weight of the university students were using standard pronunciation. Secondly, in case of consonant cluster incoda ‘ㅄ’, standard pronunciation is the popular case whereby [ㅅ] located after consonant is pronounced as tense sound, in identical case with ‘uninflected word + postposition’Thirdly, final double consonants ‘ㄺ, ㄼ’ was pronounced as [ㄹ] in the same way as the final double consonants combined with /ㄹ/ at ‘uninflected + postposition’. Especially high weight of the students were found as pronouncing as [ㄹ] even in exceptional composition of not pronounced as [ㄹ], the process of reconstruction to [ㄹ] appears in case of university students’ pronunciation of final double consonants combined with /ㄹ/ in Seoul and Gyeonggi regions. Fourth, final double consonants ‘ㄿ’ was highly pronounced as /ㄹ/ rather than the standard pronunciation, in the same way as the case of final double consonants combined with [ㄹ]. Fifth, in case of final double consonants ‘ㅀ’, erroneous pronunciation took the share of 32%. This is regarded as due to the intention to deliver the function and meaning of postpositional particle exactly by combination with inflectional affix ‘-nun’.

국어사전의 발음표시에 대하여

배주채 서울대학교 언어교육원 2012 語學硏究 Vol.48 No.3

Active lexicographical research on Korean dictionaries since the late 1980’s made it possible for Standard Korean Language Dictionary (1999/2008) to reach a fairly good specification of pronunciations. Giving pronunciations in Learner’s Dictionary of Korean (2006) became kinder and more practical owing to the two preceding user-friendly Korean dictionaries for Japanese. Yet those dictionaries need improvements in contents and form of showing pronunciations. For example, pronunciations of loanwords and grammatical morphemes should be more elaborately given, and it should be studied how to show phonological variations depending on word meaning or dialects in Korean dictionaries. And even electronic dictionaries need traditional alphabet-based specification of pronunciations together with replaying announcers’ pronunciations.

표준 발음법 교육 방향

강보선 ( Kang Bo Sun ) 국어교육학회 2014 國語敎育學硏究 Vol.49 No.3

본고에서는 기존의 표준 발음법 교육을 비판적으로 고찰하고 표준 발음법 교육의 방향에 대해 논의하였다. 이를 위하여 II장에서는 표준 발음법의 실태를 교육과정과 교과서를 통해 살펴봄으로써 그동안 표준 발음법 교육이 표준 발음법의 규정에 대한 이해와 실천에 한정되었음을 비판적으로 고찰하였다. 그리고 III장에서는 표준 발음법의 특성을 준수해야 할 규범, 우리나라의 독자적인 언어 정책의 산물, 현실 발음과의 차이로 규정하였다. 그리고 이들 각 특성으로부터 도출할 수 있는 교육적 시사점으로 표준 발음법 교육에서는 표준 발음법에 대한 정확한 이해와 실천이 강조되어야 하고, 표준 발음법을 통해 미래 지향적인 언어 정책에 대해 모색할 수 있는 계기를 삼을 수 있으며, 현실 발음과 표준 발음의 차이가 발생하는 원인과 해결 방안을 이해하고 표준 발음법에 대한 주체적 태도를 형성하는 것이 중요하다는 점을 도출하였다. 끝으로 IV장에서는 III장의 내용에 기반하여 표준 발음법의 교육 방향으로 표준 발음법의 사실적 이해와 비판적 수용을 통한 수용 능력 향상과, 표준 발음법 실천 태도 형성과 표준 발음법의 적용 기회 제공을 통한 적용 능력 향상을 제시하였다. This study investigated critically the existing education of standard pronunciation rules and discussed the direction of education of standard pronunciation rules. For this, I investigated the education of standard pronunciation rules have been focused on the understanding of rule of standard pronunciation rules through curriculum and textbook in the chapter II. And I labeled the characteristic of standard pronunciation rules as regulation which is needed to follow, product of own language policy of Korea, the gap with real pronunciation, and I deducted educational implication from those characteristic in the chapter III. Finally I discussed the direction of education of standard pronunciation rules on the basis of the chapter III in the chapter IV. I suggested the improvement of acceptive competence through realistic understanding and critical acceptance of standard pronunciation rules and the improvement of appling competence through attitude formation and provide of application opportunity as the direction of education of standard pronunciation rules.

어말 일음절 한자의 경음화와 사전 정보

유경민 한국어의미학회 2019 한국어 의미학 Vol.64 No.-

The purpose of this paper is to examine nominal compounds involving monosyllabic Sino-Korean words that had been set aside as exceptions, and to propose an account for them. Most monosyllabic Sino-Korean words are semantically autonomous, but syntactically non-autonomous. And since the formation of compounds involving monosyllabic Sino-Korean words is unbound, the list of such vocabulary is open-ended. Therefore it is impossible to determine whether the monosyllabic Sino-Korean words are free or bound morphemes. It is also for this reason that the tensing in these words is not accountable with the same rules that apply in general phonological tensing. Studies on tensing so far have been limited to phonological conditions or to tensing in compounds. In order to overcome this limit, one must recognize the special nature of monosyllabic Sino-Korean vocabulary, and explain the tensing phenomenon without recourse to their syntactic status. Accordingly, I propose that tensing in monosyllabic Sino-Korean vocabulary be accounted for in three different categories: (1) phonologically conditioned tensing, (2) morphologically conditioned tensing, and (3) semantically conditioned tensing. It was found that whether the first monosyllable in a compound is a free or a bound morpheme is a factor in tensing, and that those monosyllables belonging to neither (1) or (2) have fixed invariant tensing with idiosyncratic meanings.

기획논문 : 『독서와 문법』 교과서의 음운 체계 부분에 대한 검토

소신애 ( Shin Ae So ) 서강대학교 언어정보연구소 2015 언어와 정보 사회 Vol.25 No.-

Language & Information Society 25. This paper examines the description of the phonological system of Korean in the textbook Reading and Grammar, and suggests some ways for improvement of the textbook. It analyzes the format, terms and contents of the textbook and presents the problems and the possible solutions to them. The main suggestions are as below. Firstly, it is necessary to present a balanced view of the standard pronunciation and the real pronunciation in the textbook. Secondly, if more than one term are generally used for a certain concept throughout school grammar, scientific grammar and language norms then all of them should be presented in the textbook. Thirdly, the phonological identity of /h/ has to be established from the direction that the phonetic and phonological motivations of h-deletion and aspiration can be explained. Fourthly, the ways of description of ‘vowel contraction’ as a ‘phonemic contraction’ should be unified in all versions of the textbook, and the appropriate examples should be presented. Fifthly, the suprasegmentals such as length, tone and intonation need to be presented in the textbook with the mention about the regional and generational differences of them.

『독서와 문법』 교과서의 음운 체계 부분에 대한 검토

소신애 서강대학교 언어정보연구소 2015 언어와 정보 사회 Vol.25 No.-

This paper examines the description of the phonological system of Korean in the textbook Reading and Grammar, and suggests some ways for improvement of the textbook. It analyzes the format, terms and contents of the textbook and presents the problems and the possible solutions to them. The main suggestions are as below. Firstly, it is necessary to present a balanced view of the standard pronunciation and the real pronunciation in the textbook. Secondly, if more than one term are generally used for a certain concept throughout school grammar, scientific grammar and language norms then all of them should be presented in the textbook. Thirdly, the phonological identity of /h/ has to be established from the direction that the phonetic and phonological motivations of h-deletion and aspiration can be explained. Fourthly, the ways of description of ‘vowel contraction’ as a ‘phonemic contraction’ should be unified in all versions of the textbook, and the appropriate examples should be presented. Fifthly, the suprasegmentals such as length, tone and intonation need to be presented in the textbook with the mention about the regional and generational differences of them.

《몽골비사》의 한자 운용 체계 분석(시론) : "기대~예상"을 벗어난 일부 전사형을 중심으로

유원수 한국알타이학회 2003 알타이학보 Vol.0 No.13

Although the Chinese transcription of the The Secret History of the Mongols was systematically done observing quite reasonable principles, and those principles were applied with consistency to the most of the cases, there still exist lots of unexpected forms(less consistent, less correct, less efficient forms) in this invaluable Middle Mongolian text. It would be a very interesting task to search out those unexpected forms in the text, and figure out the reasons of inconsistency, incorrectness, and inefficiency in that it will be greatly helpful for the speculation on the linguistic identity of the participant(s) to the Chinese transcription from the original phonetic alphabet text, and the process of their transcription work, which have been the interests of the Mongolists all the time. Moreover, the results of this investigation may be utilized for the more correct linguistic reconstruction of the text, then we may expect to come nearer to the more correct knowledge of the Middle and Ancient Mongolian. This paper, in the first step of the investigation work on the whole text, made an observation on the usage of small characters 舌 and 中 which were used as diacritical signs, and the letters such as 古, 忽, 格, 客, 豁, 闊, 可, then speculated the reasons which caused those less consistency, less correctness, and less efficiency. As a result, this paper proposed the idea of ① hesitation-oscillation of the transcriber(s) at the native speaker's level between the real pronunciations and the written forms of those days, ② mistakes by the secondary transcriber(s) who knew some Mongolian but not very well ③ as well as simple mistakes by the copyist(s)-engraver(s) who did not know Mongolian a t all. In the process of these works, such topics as latin transcriptions of leading scholars, questions on qahn-qaγan-qa'an and ka¨'u¨(n), intervocalic -g-, - γ- etc. were revisited.