영어권, 중국어권 학습자의 한국어 모음 지각 -모국어와 목표 언어 간의 음향 자질의 유사성과 한국어 경험의 효과 중심으로-

류나영 국제한국어교육학회 2018 한국어 교육 Vol.29 No.1

This paper investigates how adult Mandarin- and English- speaking learners of Korean perceive Korean vowels, with focus on the effect of the first language (L1) and the second language (L2) acoustic relationship, as well as the influence of Korean language experience. For this study, native Mandarin and Canadian English speakers who have learned Korean as a foreign language, as well as a control group of native Korean speakers, participated in two experiments. Experiment 1 was designed to examine acoustic similarities between Korean and English vowels, as well as Korean and Mandarin vowels to predict which Korean vowels are relatively easy, or difficult for L2 learners to perceive. The linear discriminant analysis (Klecka, 1980) based on their L1–L2 acoustic similarity predicted that L2 Mandarin learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e/ >> /ɨ, ʌ, o, u/ (most difficult), whereas L2 English learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e, ɨ, ʌ/ >> /o, u/ (most difficult). The goal of Experiment 2 was to test how accurately L2 Mandarin and English learners perceive Korean vowels /ɨ, ʌ, o, u/ which are considered to be difficult for L2 learners. The results of a mixed-effects logistic model revealed that English listeners showed higher identification accuracy for Korean vowels than Mandarin listeners, indicating that having a larger L1 vowel inventory than the L2 facilitates L2 vowel perception. However, both groups have the same ranking of Korean vowel perceptual difficulty: ɨ > ʌ > u > o. This finding indicates that adult learners of Korean can perceive the new vowel /ɨ/, which does not exist in their L1, more accurately than the vowel /o/, which is acoustically similar to vowels in their L1, suggesting that L2 learners are more likely to establish additional phonetic categories for new vowels. In terms of the influence of experience with L2, it was found that identification accuracy increases as Korean language experience rises. In other words, the more experienced English and Mandarin learners of Korean are, the more likely they are to have better identification accuracy in Korean vowels than less experienced learners of Korean. Moreover, there is no interaction between L1 background and L2 experience, showing that identification accuracy of Korean vowels is higher as Korean language experience increases regardless of their L1 background. Overall, these findings of the two experiments demonstrated that acoustic similarity between L1 and L2 sounds using the LDA model can partially predict perceptual difficulty in L2 acquisition, indicating that other factors such as perceptual similarity between L1 and L2, the merge of Korean /o/ and /u/ may also influence their Korean vowel perception.

경남 방언 영어학습자들의 영어 고모음 인지 연구

이동명,임수현 동아대학교 석당학술원 2014 石堂論叢 Vol.0 No.58

The purpose of this study is to analyze the perception (mapping) of English high vowels /i, I, u, U/ of Korean EFL learners. The experiment subjects were 35 male middle school students who were born and have lived in South Kyungsang Korea. English high vowels are easy to be confused by Korean English learners thus these vowels were chosen as English target vowels for the current perception study. This study investigated how the subjects perceive these English high vowels and match them to what Korean vowels by carrying out the perception experiment. In addition, the current study implemented the test to look into the Korean subjects' perception concerning the degree of similarity between Korean and English high vowels which they listened to. The results are as follows. First, the English high front tense vowel /i/ is perceived as Korean vowel /이/ in 97.1% which is the highest mapping rate. The English high back lax vowel /U/ is perceived as Korean vowel /우/ in 42.5% which is the lowest mapping rate of this experiment. Second, in the case of the degree of similarity between English and Korean vowels, most South Kyungsang Korean subjects marked number 3 or 4 out of 1 (same as Korean) to 7 (totally different from Korean) Likert Scale. Thus, the subjects seemed to recognize only some degree of similarity between two different vowel systems. This study shows that South Kyungsang Korean middle school English learners have perceived and corresponded English high tense vowels better than English high lax vowels. That is, Korean vowel system does not distinguish tenseness and laxness distinctively, but the South Kyungsang Korean subjects mostly perceived English high tense vowels as Korean high tense vowels (97.1%) and they think the English vowels are somewhat similar to Korean vowels (3∼4 out of 7) even though they do not think Korean and English vowels are exactly the same. Therefore, South Kyungsang Korean English learners seem to perceive and match the English high tense vowels more easily than the lax vowels in the case of perception of English vowels and their mapping to Korean vowel system. This implies that South Kyungsang Korean EFL learners need to understand more accurately the vowel system of a target language when they learn the language. From the results of the present study, it does not seem to need a separate pronunciation education system for South Kyungsang Korean English learners. However, South Kyungsang Korean English learners need to be educated the difference between their native language (L1) and a second language (L2). Especially, it seems that South Kyungsang Korean English learners need a focused and intensive education for the acquisition of English lax vowels. 본 연구의 목적은 한국인 영어 학습자, 특히 경남 방언 영어 학습자들의 영어 고모음 /i, I, u, U/에 대한 인지 및 대응(mapping)을 분석하는 것이다. 본 연구에서는 경상남도에 거주하는 35명의 남자 중학생들을 대상으로 한국인 영어 학습자들이 혼돈하기 쉬운 영어 고모음을 실험 모음으로 선정하여 인지 실험을 실시하였다. 본 논문의 인지 실험에서는 피실험자들이 영어 고모음들을 한국어의 어떤 모음으로 인지하여 대응시키는지를 알아보고자 하였다. 또한, 본 실험을 통하여 피실험자들이 영어의 고모음들을 한국어 모음들과 어느 정도 유사하다고 생각하는지에 관해서도 살펴보았다. 본 연구에서 실시한 인지 실험에 의하여 도출된 결과를 전체적으로 살펴보면 전설 긴장 고모음(high front tense vowel) /i/에 대한 한국어 모음 /이/의 대응률이 97.2%로 가장 높았고, 후설 이완 고모음(high back lax vowel) /U/에 대한 한국어 모음 /우/의 대응률이 42.5%로 가장 낮음을 알 수 있었다. 그리고 영어 모음과 한국어 모음의 유사도 부분에서는 대부분의 문항에서 3∼4 정도의 유사도(Likert 7점 Scale 사용)가 나온 것으로 보아서 한국어(경남 방언 화자) 피실험자들은 영어 모음 소리와 한국어 모음 소리 간에 중간 정도의 유사성이 있는 것으로 인식하고 있음을 알 수 있었다. 결론적으로 본 연구를 통하여 경남방언을 구사하는 중학생 영어 학습자들은 영어의 긴장 모음을 영어의 이완 모음보다 더 잘 인지하여 대응시켰음을 알 수 있었다. 이러한 결과가 도출된 이유는 한국어 모음체계가 긴장성(tenseness)과 이완성(laxness)이라는 특징으로 명확히 구분되어 있지는 않지만, 한국어 모음들이 영어의 긴장 모음에 더 가깝기 때문일 것으로 판단된다. 따라서 한국인 영어 학습자들은 영어 모음체계의 인지 및 대응에서도 영어의 이완 모음보다는 긴장 모음을 더 잘 인지하여 이를 한국어 모음에 대응시킨 것으로 생각된다.

경남 방언 영어학습자들의 영어 고모음 인지 연구

이동명 ( Dong Myung Lee ),임수현 ( Su Hyeon Im ) 東亞大學校附設 石堂傳統文化硏究院 2014 石堂論叢 Vol.0 No.58

본 연구의 목적은 한국인 영어 학습자, 특히 경남 방언 영어 학습자들의 영어 고모음 /i, I, u, U/에 대한 인지 및 대응(mapping)을 분석하는 것이다. 본 연구에서는 경상남도에 거주하는 35명의 남자 중학생들을 대상으로 한국인 영어 학습자들이 혼돈하기 쉬운 영어 고모음을 실험 모음으로 선정하여 인지 실험을 실시하였다. 본 논문의 인지 실험에서는 피실험자들이 영어 고모음들을 한국어의 어떤 모음으로 인지하여 대응시키는지를 알아보고자 하였다. 또한, 본 실험을 통하여 피실험자들이 영어의 고모음들을 한국어 모음들과 어느 정도 유사하다고 생각하는지에 관해서도 살펴보았다. 본 연구에서 실시한 인지 실험에 의하여 도출된 결과를 전체적으로 살펴보면 전설 긴장 고모음(high front tense vowel) /i/에 대한 한국어 모음 /이/의 대응률이 97.2%로 가장 높았고, 후설 이완 고모음(high back lax vowel) /U/에 대한 한국어 모음 /우/의 대응률이 42.5%로 가장 낮음을 알 수 있었다. 그리고 영어 모음과 한국어 모음의 유사도 부분에서는 대부분의 문항에서 3∼4 정도의 유사도(Likert 7점 Scale 사용)가 나온 것으로 보아서 한국어(경남 방언 화자) 피실험자들은 영어 모음 소리와 한국어 모음 소리 간에 중간 정도의 유사성이 있는 것으로 인식하고 있음을 알 수 있었다. 결론적으로 본 연구를 통하여 경남방언을 구사하는 중학생 영어 학습자들은 영어의 긴장 모음을 영어의 이완 모음보다 더 잘 인지하여 대응시켰음을 알 수 있었다. 이러한 결과가 도출된 이유는 한국어 모음체계가 긴장성(tenseness)과 이완성(laxness)이라는 특징으로 명확히 구분되어 있지는 않지만, 한국어 모음들이 영어의 긴장 모음에 더 가깝기 때문일 것으로 판단된다. 따라서 한국인 영어 학습자들은 영어 모음체계의 인지 및 대응에서도 영어의 이완 모음보다는 긴장 모음을 더 잘 인지하여 이를 한국어 모음에 대응시킨 것으로 생각된다. The purpose of this study is to analyze the perception (mapping) of English high vowels /i, I, u, U/ of Korean EFL learners. The experiment subjects were 35 male middle school students who were born and have lived in South Kyungsang Korea. English high vowels are easy to be confused by Korean English learners thus these vowels were chosen as English target vowels for the current perception study. This study investigated how the subjects perceive these English high vowels and match them to what Korean vowels by carrying out the perception experiment. In addition, the current study implemented the test to look into the Korean subjects` perception concerning the degree of similarity between Korean and English high vowels which they listened to. The results are as follows. First, the English high front tense vowel /i/ is perceived as Korean vowel /이/ in 97.1% which is the highest mapping rate. The English high back lax vowel /U/ is perceived as Korean vowel /우/ in 42.5% which is the lowest mapping rate of this experiment. Second, in the case of the degree of similarity between English and Korean vowels, most South Kyungsang Korean subjects marked number 3 or 4 out of 1 (same as Korean) to 7 (totally different from Korean) Likert Scale. Thus, the subjects seemed to recognize only some degree of similarity between two different vowel systems. This study shows that South Kyungsang Korean middle school English learners have perceived and corresponded English high tense vowels better than English high lax vowels. That is, Korean vowel system does not distinguish tenseness and laxness distinctively, but the South Kyungsang Korean subjects mostly perceived English high tense vowels as Korean high tense vowels (97.1%) and they think the English vowels are somewhat similar to Korean vowels (3∼4 out of 7) even though they do not think Korean and English vowels are exactly the same. Therefore, South Kyungsang Korean English learners seem to perceive and match the English high tense vowels more easily than the lax vowels in the case of perception of English vowels and their mapping to Korean vowel system. This implies that South Kyungsang Korean EFL learners need to understand more accurately the vowel system of a target language when they learn the language. From the results of the present study, it does not seem to need a separate pronunciation education system for South Kyungsang Korean English learners. However, South Kyungsang Korean English learners need to be educated the difference between their native language (L1) and a second language (L2). Especially, it seems that South Kyungsang Korean English learners need a focused and intensive education for the acquisition of English lax vowels.

경남방언 남·여 화자의 영어 고모음 발화에 관한 연구

명윤미,이동명 한국언어과학회 2014 언어과학 Vol.21 No.1

The purpose of this study is to examine characteristics of English high vowels produced by South Kyungsang(SK) Korean (Busan dialect) speakers. The 10 SK Korean subjects who participated in this study are 5 male and 5 female university students. English target vowels for the current experiment, /i/-/ɪ/ and /u/-/ʊ/, were acoustically analyzed based on the formant frequencies of the vowels using Praat speech analysis program. In order to observe the relationship between SK Korean single vowels and standard Korean single vowels, the formant frequencies of 7 Korean single vowels /ㅏ/, /ㅔ/, /ㅣ/, /ㅗ/, /ㅜ/, /ㅡ/, /ㅓ/ were also measured using Praat. The collected data of the present study were also compared to the formant frequencies reported in previous studies. The results are as follows: First, SK Korean speakers have difficulty in distinguishing English tense and lax pairs regardless of gender. Second, there was a statistical difference in terms of the production of English high vowels, /i/, /ʊ/, /u/ between SK Korean speakers and standard Korean speakers. Third, in the case of Korean high vowels, the difference of F2 values between SK Korean speakers and standard Korean speakers is more than 100 Hz, especially in the Korean high back vowel /ㅜ/. These results show that each Korean dialect causes variance in terms of the production of English vowels and Korean vowels.

Vowel production from Vietnamese learners of Korean: with reference to the elementary level

이주희 국제언어문학회 2023 國際言語文學 Vol.- No.54

This paper discusses the phonetic characteristics of Korean monophthong vowels produced by Vietnamese female speakers at the elementary level. Unlike Korean female speakers, the quantitative results for /e/ and /ɛ/ show that there was a statistically significant difference in F1 values (p < 0.05) as well as F2 values (p < 0.05) in the production of vowels by Vietnamese learners of Korean. Therefore, the difference in height between the two vowels was contrastive by Vietnamese learners of Korean differently from native Korean female speakers. On the other hand, the back vowels /u/ and /o/ produced by female Vietnamese learners of Korean had a statistically significant difference in both F1 and F2 values (p < 0.05). Therefore, female Vietnamese learners’ pronunciation was contrastive by the difference in tongue height (F1) as well as the position of the tongue (F2) in the production of Korean rounded back vowels /u/ and /o/, whereas these two vowels were contrastive only by the difference in tongue position (F2) in native Korean female speakers. Therefore, all pairs of monophthong vowels produced by Vietnamese female speakers formed in opposition to each other, while Korean native speakers formed a seven-vowel system due to the merger of /e/ and /ɛ/. Moreover, Vietnamese female speaker’s Euclidean distance between /u/ and /o/ was shorter (88.4) than Korean female speaker’s (146.5). Thus, it can be also argued that the pronunciation of the Korean vowels /u/ and /o/ produced by Vietnamese female learners of Korean are considerably different to the production of Korean rounded back vowels.

베트남인 한국어 초급 화자가 발화한 한국어 단모음에 대한 한국인의 지각 연구

이주희 국제언어문학회 2023 國際言語文學 Vol.- No.56

이 연구의 목적은 베트남인 한국어 초급 여성 화자가 발음한 한국어 단모음을 한국어 모어 화자가 어떻게 지각하고 범주화하는지에 대한 연구이다. 이를 위하여 두 가지 실험을 수행하고 그 결과를 분석하였다. 실험 1에서는 베트남인 한국어 초급 여성 화자가 산출한 한국어 모음 자극에 대하여 한국어 모어 화자의 지각에는 각 단모음 별로 차이가 있음을 확인하였다. 한국어 모어 화자가 베트남인 한국어 초급 여성 화자가 산출한 단모음을 목표모음으로 지각한 경우는 평균 83.9%였다. 모음 자극 /a/와 /i/는 상대적으로 높은 정확도로 지각되었지만, 모음 자극 /o/, /e/, /ʌ/, /ɯ/, /u/는 이에 비하여 낮은 목표모음의 선택률을 보였다. 이 중에서 모음 자극 /u/는 가장 낮은 목표모음의 선택률을 나타냈고, /ɯ/와 /ʌ/도 /a/와 /i/와 비교하여 상대적으로 목표모음의 선택률이 낮았다. 또한, 실험 1의 결과를 바탕으로 목표모음의 선택률에 대한 각 모음별 차이를 통계 분석한 결과 모음 /i/와 /a/를 제외한 다른 모음들은 목표모음의 선택률에서 유의미한 차이가 있음을 확인하였다(p<0.001). 실험 2에서는 후설모음 /ɯ, ʌ, u, o/에 대한 한국어 모어 화자의 목표모음에 대한 지각 범주를 조사하였으며, 그 평균은 74.1%로 실험 1에서 수행한 전체 모음의 평균 목표모음 선택률(83.9%)보다 낮았다. 또한 베트남인 한국어 초급 여성 화자가 산출한 모음 자극 /u/는 한국어 모어 화자에게 목표모음으로의 지각이 가장 어려운 모음으로 확인되었다. 마지막으로 두 가지 지각 실험을 바탕으로 자극으로 사용된 각 단모음의 포먼트 값(F1과 F2)의 거리 차이와 목표모음에 대한 지각의 상관관계를 분석하였다. 한국어 모어 화자는 베트남인 한국어 초급 여성 화자가 산출한 모음 자극 /ɯ, ʌ, u, o/를 두 가지 혹은 세 가지 모음의 범주로 지각했으므로 각 단모음이라는 변수 사이에 생기는 거리 차이가 한국어 모어 화자의 지각에 영향을 주는지에 대하여 상관관계 분석을 하였다. 이렇게 두 가지 실험의 결과를 바탕으로 통계분석을 한 결과로 구해진 피어슨 상관계수를 바탕으로 근접행렬을 통하여 각 단모음 간의 거리 차이를 기반으로 둔 근접도와 관련된 상관관계를 파악할 수 있었으며, 이를 통하여 베트남인 한국어 초급 여성 화자가 산출한 모음 자극과 한국어 모어 화자의 지각과 관련된 추가적인 논의를 하였다. F1 값의 근접도를 기반으로 /ɯ/ 모음은 한국어 모어 화자에게 /u/와 /o/로 지각되었으나, 모음 자극 /ʌ/는 F1과 F2 값의 근접도를 통해 각각 /o/와 /a/로 지각되었음을 알 수 있었다. /u/ 모음은 /o/와 근접도가 매우 높은 상관관계를 보여서 두 모음 사이에서 청자가 혼동하기 쉬운 것으로 나타났다. The purpose of this study is to investigate how Korean native speakers perceive Korean monophthong vowels produced by female Vietnamese Korean novice speakers. To discuss this, two experiments were conducted, and their results were analyzed by using SPSS 28. In Experiment 1, differences in perception for Korean monophthong vowels stimuli produced by female Vietnamese Korean novice speakers were confirmed among Korean native speakers. The average selection rate for target vowels was 83.9 %. While /a/ and /i/ were perceived with relatively high accuracy, /o/, /e/, /ʌ/, /ɯ/, and /u/ had lower selection rates. Among them, the vowel /u/ showed the lowest target selection rate, and /ɯ/ and /ʌ/ were also relatively low. Based on the experimental results, statistical analyses were performed to identify significant differences in the target vowel selection rates, excluding /i/ and /a/. In Experiment 2, the perception of the target vowels /ɯ, ʌ, u, o/ was investigated, and the average perception rate was 74.1 %, which was lower than the average target vowel selection rate in Experiment 1 (83.9%). Moreover, it was confirmed that the vowel /u/ was the most challenging stimulus for target perception. Finally, based on the two experiments, the correlation between the distance differences in formant values (F1 and F2) for each vowel and the target vowel perception was examined. Korean native speakers perceived /ɯ, ʌ, u, o/ as two or three categories, indicating a significant relationship between the distance differences among these vowels and their perception. Through these experiments and statistical analyses, important insights were gained into how Korean native speakers perceive and confuse the vowels produced by female Vietnamese Korean novice speakers.

한국인이 발음한 한국어 /에, 애/와 영어 $/{\varepsilon},\;{\ae}/$모음

황혜정,문승재,Hwang Hye-jeong,Moon Seung-Jae 대한음성학회 2005 말소리 Vol.56 No.-

Investigating and comparing English vowels $/{\varepsilon}/\;and\;/{\ae}/$, and their-supposedly- corresponding vowels in Korean /ㅔ/ and /ㅐ/, this study addresses the following questions: Do Koreans pronounce/ㅔ/ and /ㅐ/ differently? Do they pronounce English $/{\varepsilon}/\;and\;/{\ae}/$ differently? And what is the relationship between the Korean vowels and the English vowels? Is the conventional correspondence (/ㅔ:${\varepsilon}/$, and /ㅐ/:${\ae)/$ appropriate? The results showed that 24 Korean male college students distinguish neither Korean /ㅔ/ and /ㅐ/ nor English $/{\varepsilon}/\;and\;/{\ae}/$, thus suggesting that their inability to distinguish the two vowels in their native tongue has an effect on their production of the English vowels. While not distinguishable within a language, Korean /ㅔ/ and /ㅐ/ still form a separate group from English $/{\varepsilon}/\;and\;/{\ae}/$. But Korean-Produced $/{\varepsilon}/\;and\;/{\ae}/$ are significantly different from American-produced $/{\varepsilon}/\;and\;/{\ae}/:$ Korean-produced $/{\varepsilon}/\;and\;/{\ae}/$ have much lower F1 and F2 than American-produced counterparts. Accordingly it is advised that, in learning English pronunciation, Korean students should be instructed to take the English vowel system as a separate system from Korean one, and thus, not to substitute Korean vowels for English vowels. And students should be provided with specific instructions on the articulatory differences between English vowels and Korean vowels. For example, Cey should be instructed to lower their jaws more for English $/{\varepsilon}/\;and\;/{\ae}/$ than for Korean /ㅔ/ and /ㅐ/.

외국인 학습자를 위한 한글 자모와 발음 교육 방법에 대하여

양명희(Yang Myung-Hee) 중앙어문학회 2009 語文論集 Vol.41 No.-

The purpose of this paper is to present several methods of standardizing of the education of the Korean Alphabet and its pronunciation. I have researched the teaching methods used by several Korean textbooks for foreigners, and found many differences on the order of presenting the Korean Alphabet, on the classification of the Korean Alphabet, on the ways of presenting Korean pronunciation, etc. I proposed some suggestions on the standardization of teaching the Korean Alphabet and its pronunciation. First of all, educators should introduce 40 Korean Alphabets according to the phonetic features and the shape of the characters. They should teach the vowels before the consonants because Korean consonants are not syllabic. Also when teaching the vowels it is not necessary to devide the vowels into basic vowels and complex vowels using the invention principal of Hunminjeongeum because it is more efficient to teach Korean Alphabet according to the phonetic classification, single vowels and diphthong vowels. As ‘ㅚ, ㅟ’ vowels usually pronounce as diphthong, instructors should teach ‘ㅚ, ㅟ’ vowels as diphthong. Secondly, Educators should teach the name of the Korean Alphabet. Thirdly, they should teach the Korean Alphabet and its pronunciation together and represent pronunciation according to IPA.

‘漢字 읽기’에서 長短音 發音 敎育의 必要性과 그 方法

김창진 한국한자한문교육학회 2008 漢字 漢文敎育 Vol.21 No.-

‘Reading’ in the 7th updated Chinese classics education curriculum recommends reading Chinese characters and Chinese writing correctly in accordance with ‘the Standard Pronunciation of Korean’. That is because pronunciation of Chinese characters is part of Korean. The Standard Pronunciation of Korean states that short vowels should be distinguished from long vowels. However, currently Chinese classics education doesn’t recognize instruction in pronunciation of Chinese characters is part of Korean pronunciation education. Therefore, incorrect Chinese characters that don’t distinguish short vowels from long vowels are written in Chinese writing textbooks and teachers of classical Chinese teach nonstandard pronunciation. Classical Chinese education should teach standard pronunciation which distinguishes short vowels from long vowels. Today, it is hard for Korean subject to teach accurate standard Korean pronunciation. That is because Korean textbook is written only in hangul, so~called pure Korean, and current hangul doesn’t distinguish short vowels from long vowels. Thus, only classical Chinese subject could educate correct pronunciation of Chinese characters, and educators of Chinese classics should understand it is their mission and they are at an advantage. From this point of view, I reviewed several theses on pronunciation of Chinese characters, and realized that current classical Chinese education acknowledges teaching wrong Chinese writing pronunciation, which doesn’t distinguish short vowels from long vowels, as the general trend. It should be changed as soon as possible. Several ways to teach accurate pronunciation of Chinese characters in class are as follows. First of all,teach exact pronunciation of each character. Next, educate student to read two~letter words, three~letter words, four character idioms, Chinese writing and Chinese poetry pausing properly. Then, let students to distinguish short vowels from long vowels only for the first syllable. If a teacher of classical Chinese is going toinstruct accurate pronunciation of Chinese characters, he or she needs to know it first. Reading books such as 『敎育漢字 代表訓音 選定(2000)』 might help to learn short or long vowels. If classical Chinese subject educatesaccurate pronunciation of Chinese characters, people those who learn standard pronunciation of Chinese characters could distinguish short vowels from long vowels and read correctly even though it is hangul~only text. Therefore, classical Chinese subjectshould educate accurate pronunciation of Chinese characters to complement hangul~only text. 제7차 개정 漢文科 敎育課程 중 ‘읽기’에서는 ‘漢字․漢文의 正確한 朗讀’을 요구하고 있다. ‘漢字․漢文의 正確한 朗讀’이란 韓國語 ‘標準發音法’을 따르는 것이다. 漢字音도 韓國語 發音의 한 부분이기 때문이다. 하지만 현재 漢文科에서는 漢字音 敎育이 國語 發音 敎育의 한 부분이라는 인식을 하지 못하고 있다. 그래서 韓國語 標準發音法에서는 母音의 長短音을 구별하여 말해야 標準發音이 되는데, 현재까지 漢文科 敎科書는 長短음을 구별하지 않는 不正確한 漢字音을 적어 왔고 漢文科 敎師는 非標準 漢字音을 가르쳐 왔다. 오늘날 韓國語의 標準發音 敎育은 國語科에서는 불가능하다. 國語科 敎科書는 한글專用으로 되어 있는데, 현행 한글은 長短音을 구별하지 않고 적고 있기 때문이다. 따라서 현재 漢字를 가르치는 漢文科에서만 正確한 漢字音 敎育이 가능하다. 漢文科에서 漢字의 標準發音 敎育을 잘 해준다면, 漢字語가 韓國語 語彙의 70%를 차지하므로 학생들은 韓國語 標準發音을 거의 할 수 있게 된다. 따라서 漢文科 교육자들은 “漢字音의 正確한 敎育”은 漢文科의 時代的 使命이자 特長임을 인식해야 한다. 글쓴이는 이런 관점에서 기존의 漢字音 관련 論文들을 檢討해 보았는데, 현재 漢文科 敎育에서는 長短音을 구별하지 않는 平讀이라는 잘못된 漢字音 敎育을 大勢로 인정하고 있었다. 이는 時急히 바로잡아야 한다. 漢文科 授業 시간에 正確한 漢字音을 敎育하는 方法은 다음과 같다. 먼저 個別 漢字音을 正確히 가르친다. 그리고 2․3자 漢字語, 4자 成語, 漢文, 漢詩는 나눌 곳을 각각 잘 알아서 끊어 읽게 해야 한다. 그리고 항상 제1音節에서만 長短音을 區別하여 發音하게 하면 된다. 漢文科 敎師가 正確한 漢字音을 지도할 수 있으려면 본인이 먼저 正確한 漢字音을 알아야 한다. 그럴려면 『敎育漢字 代表訓音 選定(案)(2000)』 같은 책을 통해 漢字音의 長短音 區別을 익혀야 한다. 漢文科에서 正確한 漢字音을 교육하면, 標準 漢字音을 잘 배운 사람은 비록 한글專用으로 된 글일지라도 스스로 長短音을 區別하여 漢字를 正確히 朗讀할 수 있게 된다. 따라서 한글專用을 補完하기 위해서라도 漢文科에서는 正確한 標準 漢字音을 敎育해야 한다.

“한자(漢字) 읽기”에서 장단음(長短音) 발음(發音) 교육(敎育)의 필요성(必要性)과 그 방법(方法)

금창진 ( Chang Jin Kim ) 한국한자한문교육학회 2008 漢字 漢文敎育 Vol.21 No.-

‘Reading` in the 7th updated Chinese classics education curriculum recommends reading Chinese characters and Chinese writing correctly in accordance with `the Standard Pronunciation of Korean`. That is because pronunciation of Chinese characters is part of Korean. The Standard Pronunciation of Korean states that short vowels should be distinguished from long vowels. However, currently Chinese classics education doesn`t recognize instruction in pronunciation of Chinese characters is part of Korean pronunciation education. Therefore, incorrect Chinese characters that don`t distinguish short vowels from long vowels are written in Chinese writing textbooks and teachers of classical Chinese teach nonstandard pronunciation. Classical Chinese education should teach standard pronunciation which distinguishes short vowels from long vowels. Today, it is hard for Korean subject to teach accurate standard Korean pronunciation. That is because Korean textbook is written only in hangul, so~called pure Korean, and current hangul doesn`t distinguish short vowels from long vowels. Thus, only classical Chinese subject could educate correct pronunciation of Chinese characters, and educators of Chinese classics should understand it is their mission and they are at an advantage. From this point of view, I reviewed several theses on pronunciation of Chinese characters, and realized that current classical Chinese education acknowledges teaching wrong Chinese writing pronunciation, which doesn`t distinguish short vowels from long vowels, as the general trend. It should be changed as soon as possible. Several ways to teach accurate pronunciation of Chinese characters in class are as follows. First of all, teach exact pronunciation of each character. Next, educate student to read two~letter words, three~letter words, four character idioms, Chinese writing and Chinese poetry pausing properly. Then, let students to distinguish short vowels from long vowels only for the first syllable. If a teacher of classical Chinese is going toinstruct accurate pronunciation of Chinese characters, he or she needs to know it first. Reading books such as 『敎育漢字 代表訓音 選定(2000)』 might help to learn short or long vowels. If classical Chinese subject educatesaccurate pronunciation of Chinese characters, people those who learn standard pronunciation of Chinese characters could distinguish short vowels from long vowels and read correctly even though it is hangul~only text. Therefore, classical Chinese subject should educate accurate pronunciation of Chinese characters to complement hangul~only text.