외국인 한국어 학습자를 위한 단모음의 발음 설명

김서형 ( Seo Hyung Kim ),장향실 ( Hyang Sil Chang ),차재은 ( Jae Eun Cha ),전나영 ( Na Young Jeon ) 한민족어문학회 2016 韓民族語文學 Vol.0 No.72

이 연구는 한국어 발음 교육에서 ‘학습자가 이해할 수 있는 수준의 설명 내용’의 필요성을 제안하며 이를 단모음 교육에 적용하여 구체화하였다. 이를 위해 기존의 학습 교재 및 선행연구에서의 단모음 제시 순서와 설명 방식을 검토하였다. 기존 교재와 선행연구의 분석 결과, 교육 순서 및 설명 방식에 차이가 많은 것으로 나타났다. 특히 발음 설명의 경우 학습자가 이해하기 쉬운 설명보다는 음운론적 이론에 근거한 정확한 설명에 비중을 둔 것으로 나타났다. 본고에서는 단모음은 학습자들이 한국어 발음에 대한 정보가 거의없는 단계에서 교육되는 항목이므로 인접하는 음운들 간의 대조 편의성을 고려하여, ‘ㅏ,ㅓ, ㅗ, ㅜ, ㅡ, ㅣ, ㅔ, ㅐ’의 순서로 제시하는 것이 타당함을 밝혔다. 또한 발음에 대한설명은 ‘정확성, 명료성, 실제성, 경제성, 적합성’의 원칙에 의거하여 기술되는 것이 타당하다고 보고, 이 원칙에 따른 각 모음의 설명 방식을 제안하였다. This Study focused on the teaching-learning order and content of education of Korean monophthong. To accomplish these purposes, this study reviewed and analyzed teaching-learning materials for Korean pronunciation and researches about teaching Korean monophthong. As the result of investigation, there are few arguments of presentation and explanation about Korean monophthong pronunciation. It tells the lack of interest of pronunciation in whole Korean language curriculum. Comparing with all materials and researches of Korean monophthong pronunciation, there are big differences in the presentation of the teaching-learning order and content of education of Korean monophthong. To make the effective educational contents, this paper suggests 5 explanation principals of Korean monophthong; accuracy, clarity, authenticity, economic feasibility, suitability, content of explanation that Korean learners are passable to take cognizance and distinguish of Korean monophthong.

외국인 근로자들의 한국어 사용 및 발음 습득 실태와 지도 방안

류성기(Ryu, Sunggi) 국제언어문학회 2015 國際言語文學 Vol.- No.32

이 연구는 진주시 상평동 소재 회사에 근무하는 근로자들을 대상으로 한국어 발음 사용 및 직장에서의 한국어 사용 실태를 조사하여 분석하고 그 지도 방안을 제시한 연구이다. 조사 대상이 된 근로자들의 출신국은 스리랑카(3명), 베트남(26명), 네팔(4명), 중국(2명)이며, 한국에 온 지 0-1년(4명), 1-2년(5명), 3-5년(17명), 6-10년(9명)으로 총 35명이다. 이들의 한국어 의사소통 정도는 17명이 어려움이 없는 편이고, 18명은 어려움이 많은 편이다. 그럼에도 불구하고 직장에서는 조직적인 한국어 교육을 시키지 않고 있다. 그러나 이들은 다른 방법으로 한국어를 조금이라도 배우고 있는 편인데, 주로 하루에 30분에서 1시간 정도이다. 직장에서의 한국어 사용 실태를 보면 32명 중 15명이 의사소통이 잘 되거나 그런대로 되는 편이고, 잘 안 되거나 안 되는 사람도 17명이나 된다. 그런데 이들이 잘 알아들을 때까지 반복해서 말해주는 사람은 12명으로 매우 적은 편이다. 그래서 이들에 대한 한국어 발음 등을 비롯한 한국어 사용 지도를 해야 할 필요성이 크다. 이들이 배우기 어려운 음은 출신 나라별로 차이가 있지만 전체적으로 보면 자음은 ‘ㅉ, ㄹ, ㅃ, ㅆ, ㄲ, ㅋ, ㄸ’ 등이고, 모음은 ‘ㅞ, ㅒ, ㅙ, ㅖ, ㅝ, ㅚ, ㅟ, ㅢ’ 등이다. 음운 변동 현상은 ‘말음법칙, 유기음화, 구개음화, 경음화’ 등을 어려워한다. 이들에 대한 한국어 발음이나 음운변동 현상을 지도하기 위해서는 ‘행동 기능 교수·학습 모형’을 적용하여 지도하는 것이 효과적일 것이며, 나아가 모국어나 영어, 이미 알고 있는 다른 한국어 발음을 스키마로 활용하여 발음 원리를 알게 한 후 반복 연습 및 확장 적용하여 한국어를 잘 사용할 수 있도록 해야 할 것이다. 아울러 직장이나 사회에서도 관심을 갖고 한국어 지도를 해야 할 것이다. This study is the Korean pronunciation and Korean using realities of forean workers of the companies in the Jinju city and the Korean teaching methods. The workers came from the Sri Lanka(3 persons), the Vietnam(26), the Nepal(4), the China(2). They came to here before 0-1 year(4), 1-2 year(5), 3-5 year(17), 6-10 year(9). They are all 35 persons. It is not difficult for 17 persons of them to speak and listen the Korean. But the others, 18 persons, have difficulty to do it. By the way the companies do not teach the Korean to them in their companies. But they study the Korean personally about 30 minutes or 1 hour a day. The most difficult consonants, vowels and pronounce change phenomenon to learn are consonant ‘ㅉ, ㄹ, ㅃ, ㅆ, ㄲ, ㅋ, ㄸ’ etc, vowel ‘ㅞ, ㅒ, ㅙ, ㅖ, ㅝ, ㅚ, ㅟ, ㅢ’ etc and the sound change in the end of syllable, aspiration, palatalization etc. In their companies 15 persons of 32 persons can communicate well but the others scarcely communicate each other by the Korean. By the way most of the Korea people does not teach them the Korean. So there is a need to educate the Korean to them. The most effective model for the workers to learn the Korean is the Act-Function Teaching and Learning Model. And effective method is to use schema. And for the good using the Korean in the workplace it needs to teach the Korean and the two country linguistic cultures to the workers. And there is a need to supply various institutes to teach the Korean to them.

음성학을 활용한 발음 교육 및 습득 연구 동향

김선정 한국언어문화교육학회 2013 언어와 문화 Vol.9 No.3

This study aims to survey researches regarding teaching and learning of pronunciation utilizing experimental phonetics. Until the 1990s, contrastive analysis and some phonological theories have long constituted an important domain of research regarding teaching and learning of pronunciation. However, development of experimental phonetics influences strongly on researches regarding teaching and learning of pronunciation. This results in a great increase of research which is based on experimental phonetics related to teaching and learning of Korean pronunciation in the academic publication in 2000s. The rapid growth about teaching and learning of pronunciation related to experimental phonetics would be thanks to Praat which is easy to use without theoretical background or pre-education for use. Praat is a speech analyser which can download through the internet at free of charge, and has various functions such as the measurement of VOT, CD, the values of formant, and providing the contour line of intonation on its spectrogram. Kalvin is a Korean version of Alvin, and is used to evaluate the pronunciation accuracy and audition ability of foreign language learners. In this paper, researches regarding teaching and learning of pronunciation utilizing experimental phonetics are briefly introduced, focusing on the researches using Praat and Kalvin.

중국어의 자음을 역으로 활용한 중국어권 학습자의 한국어 자음의 발음 교정 방법에 대하여

최금단 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

One of the basic elements in learning a foreign language is the pronunciation which also makes the primary difference between the mother tongue and the foreign language. When it comes to learning a foreign language, the difference in the pronunciation is more prominent than that of the vocabulary or grammar. Since Korean and Chinese are two different language families, it is natural that the Chinese students have difficulty in making the perfect sound when they learn Korean language. The pronunciation-errors pointed out by the comparative linguistics don't match completely with those found in the real situations, which defies the perfect regulation in classifying those errors, especially in allophone. However, the method proposed by the comparative linguistics still plays an effective role in presenting the classification and the regulated correction in advance. On the other hand, the sound analysis is faithful to its leading part in suggesting the rule excluding the all sorts of variables that could happen with individual characteristics or carelessness. This study devises an efficient approach to predict the errors and make use of Chinese allophone inversely through the way of comparative linguistics with the data of experimental phonetics.

SNS를 활용한 한국어 발음·억양 지도 -위챗(Wechat)을 활용한 피드백-

신영선 ( Shin Young-sun ),정흥모 ( Jung Heung-mo ) 한민족문화학회 2021 한민족문화연구 Vol.73 No.-

이 연구의 목적은 SNS를 활용한 개인별 발음과 억양지도 방안을 제시하는 것이다. 한국어 수업에서 SNS를 활용한 교수-학습지도 모형을 제시하고 실제 현장에서 개인별 지도를 위한 피드백을 어떻게 주고받는지 사례를 통해 살펴보았다.한국어 수업에서 특히 발음과 억양은 급수와 비례하는 것이 아니라 개인별 차이에 기인하기 때문에 더욱 개별지도가 필요하다. 2장에서 한국어 수업에서 활용하는 역할극과 발음·억양에 대해 알아보았다. 한국어 향상을 위해서 실제와 비슷한 상황에서 주인공처럼 한국어로 의사소통할 기회를 제공해 주어야 하는데, 이 때 활용하기 좋은 방법이 역할극(role-paly)이다. 역할극을 통해 상황에 맞는 제스처나 상대의 감정까지 익히게 된다면 실제 상황에서 좀 더 의사소통이 원활하게 이루어질 수 있다.3장에서는 2장에서 언급한 역할극 재연 후 SNS를 활용한 피드백은 어떻게 하는지 교수-학습모형을 제시하고, SNS를 활용한 개인별 지도 사례를 살펴보았다. 교수-학습모형의 시행단계는 녹음/녹화 전, 녹음/녹화 중, 녹음/녹화 후의 3단계로 나눌 수 있다. 학습자 측면에서는 녹음 전에 학습한 자료를 연습하고 암기한다. 연습한 부분을 스마트폰으로 녹음하는 작업을 한다. 녹음을 마친 후 녹음한 과제물을 SNS로 전송하고, 피드백 자료를 받으면 다시 듣고 연습하게 된다.SNS를 활용하여 개인별로 지도를 할 때는 음성 녹음이나 문자로 할 수 있으며 동영상이나 그림 자료를 첨부하여 다양하게 지도할 수도 있다. 구체적인 예시를 들어 이를 살펴보았다. SNS를 활용한 개인별 지도는, 학습자가 좀 더 자유롭게 시간에 구애받지 않고 받을 수 있다는 장점이 있다. 개인별 지도이기 때문에 다른 학습자를 의식할 필요가 없어 중압감이나 부담이 감소될 수도 있다. 대면 수업이 불가능한 상황에서 발음과 억양, 리듬, 강세 등을 익히는 좋은 방편이 될 수 있다고 본다. The purpose of this research is to present a plan on the guidance of the pronunciation and the intonation by the individual utilizing the SNS. Regarding the Korean language class, a teaching-learning guidance model utilizing the SNS had been presented. And it had taken a look at how the feedback for the guidance by the individual at the actual scene had been given and received through the case examples.Because, in the Korean language class, especially, the pronunciation and the intonation are not proportional to the rating, but, they come from the differences by the individual, the individual guidances are needed even more. In Chapter II, I had found out about the role play, the pronunciation, and the intonation that are utilized in the Korean language class. For the improvement of the Korean language, an opportunity for communicating in the Korean language like a protagonist in a situation that is similar to the actuality must be provided. The method that is good to utilize at this time is the role play. If one gets around to learning about even the gesture that fits the situation and the emotion of the counterpart through a role play, the communication can take place somewhat more smoothly in the actual situation.In Chapter III, a teaching-learning model regarding how the feedback utilizing the SNS is done after the reenactment of the role play that had been mentioned in Chapter II had been presented. And the case examples of the guidances by the individual utilizing the SNS had been taken a look into. The phases of the implementation of the teaching-learning model can be divided into the 3 phases of before the recording or videotaping, during the recording or videotaping, and after the recording or videotaping. Regarding the aspect of the learner, he or she practices and memorizes the material that he or she studied before the recording. He or she does the work of recording the part that he or she had practised in the smartphone. After finishing the recording, he or she transmits the assignment that had been recorded to the SNS. And, when he or she receives a feedback material, he or she gets around to listening and practicing again.When guiding by the individual by utilizing the SNS, it can be done with a voice recording or a text. And the guidance can, also, be done diversely by attaching a video or a picture material. This had been taken a look at by mentioning the specific examples. The guidance by the individual utilizing the SNS has the strong point that the learner can receive it somewhat more freely and without being restricted by the time. Because it is the guidance by the individual, and, because there is no need to be conscious of a different learner, the oppressive feeling and the burden can, also, be reduced. I consider that it can be a good expedient for learning about the pronunciation, the intonation, the rhythm, the stress, etc. in a situation in which the face-to-face class is not possible.

외국인 한국어 사용자를 위한 음운규칙 항목 선정 연구

장향실 한국언어문학회 2008 한국언어문학 Vol.65 No.-

This thesis aims to select contents which taught and learned phonological rules in teaching pronunciation of Korean for foreign learners. For these purposes, I divided the whole phonological rules of Korean into two groups. The one should be taught and learned, and the other do not need to be taught and learned. There are two types of phonological rules of Korean which taught and learned for foreign learners. First type are rules which can predict the surface form by phonological informations. Second type are the rules needed the morphological informations. But informations are already learned in grammar, and these are applicable to all cases in a specific circumstances. There are four kinds of phonological rules do not need to be taught and learned. First, it is the rule the result of the phonetic change is reflected to spelling and spellings coincide with the pronunciations. The second is the optional rule. The third is the rule needed the morphological information. And the last one is phenomenons could not explain by the synchronic phonological rules for the impossibility with predicting the occurring conditions of phonological rule.

중국어의 자음을 역으로 활용한 중국어권 학습자의 한국어 자음의 발음 교정 방법에 대하여

崔金丹 ( Choe Geum-dan ) 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

One of the basic elements in learning a foreign language is the pronunciation which also makes the primary difference between the mother tongue and the foreign language. When it comes to learning a foreign language, the difference in the pronunciation is more prominent than that of the vocabulary or grammar. Since Korean and Chinese are two different language families, it is natural that the Chinese students have difficulty in making the perfect sound when they learn Korean language. The pronunciation-errors pointed out by the comparative linguistics don't match completely with those found in the real situations, which defies the perfect regulation in classifying those errors, especially in allophone. However, the method proposed by the comparative linguistics still plays an effective role in presenting the classification and the regulated correction in advance. On the other hand, the sound analysis is faithful to its leading part in suggesting the rule excluding the all sorts of variables that could happen with individual characteristics or carelessness. This study devises an efficient approach to predict the errors and make use of Chinese allophone inversely through the way of comparative linguistics with the data of experimental phonetics. (Daejin University)

외국인 학습자를 위한 한국어 음운 규칙의 제시 순서 연구

장향실 국제한국어교육학회 2008 한국어 교육 Vol.19 No.3

At this thesis, I researched the presenting order for phonological rules of Korean in teaching pronunciation of Korean for foreign learners, especially concerning contents which taught and learned phonological rules. Criteria of presenting order are the frequency of using, the degree of difficulty and the possibility of generalization. For accurate understanding about these criteria, I set up specific methods. I researched head words based on the Korean dictionary for foreign learners for grasping the frequency of phonological rules. And the degree of difficulty depends on the ease of learning. Specially, it is different from rules which can predict the surface form by phonological informations or which needed the morphological informations. Finally, the possibility of generalization is measured by the grade of ranks in phonological rules. As these results, I decided on the order of application as follows; the degree of difficulty → frequency of using → possibility of generalization. Because results could be different according to the order of criterion. After all, the teaching order of phonological rules are as above texts.(Korea University)

A Study on the Intelligibility of Korean-Accented English: Possibilities of Implementing AI Applications in English Education

정보현,Hyun Kyung Miki Bong 아시아테플 2022 The Journal of Asia TEFL Vol.19 No.1

The current study investigates the generalizability of the Lingua Franca Core (LFC), conducting a Korean-accented English (KoE) intelligibility test with human subjects and with Artificial Intelligence mobile applications (AI apps). The data of KoE transcriptions collected from 30 native English speakers (NSs) and two AI apps were examined. The NSs group identified the words related to three LFC features significantly better than the AI apps, while with no significant difference, both groups recognized least frequently and with most difficulty the words that had non-LFC features. Despite NSs often performing better in the KoE intelligibility test, AI apps can capture speech realization at a level similar to the NSs (a moderate correlation found). The current results support the variability of both LFC and non-LFC feature sets and the novel application of the LFC analysis. Identifying difficult (less/least intelligible) English phonemes of KoE to NSs and to AI apps, we recommend that the variability of the LFC feature set should be taken into account in English language education and that learners should aim to communicate intelligibly with humans with various accents, by practicing/communicating with current available AI apps to make ready for the AI- Intervened/Mediated Circle.

한국어 음운론과 한국어 발음 교육의 상관성에 대한 일고찰 : 자모 교육과 음운 변동 교육을 중심으로

박기영(Park Kee-Young) 중앙어문학회 2010 語文論集 Vol.43 No.-

This study examines the way Korean phonology have applied ID Teaching Korean pronunciation On the assumption that Korean phonology is the basis of teaching Korean pronunciation but each has its own field, this paper examines correlation of Korean Phonology and Teaching Korean phonemes and phonological rules. In regard to teaching Korean phonemes, this paper looks into the way of vowel presentation, learning order, and using phonetic symbol and vowel trapezium It also examines using minimal pairs for teaching pronunciation, organization of pronunciation exercises and using phonetic cues for teaching korean steps. About phonological me, we suggest that phonological rules without exception take precedence over those with exception On the presentation of Korean phonological niles to foreign leaners, phonological explanation of the niles can be sometimes ignored We also suggest phonological niles applying to phrases level as well as word level play an important role in acquisition of pronunciation fluency.