한국어 발음 교육의 현황과 과제

최정순 한국언어문화교육학회 2012 언어와 문화 Vol.8 No.3

Pronunciation training should be done continuously in the whole process of learning Korean, rather than in a certain period of time in entry level education. However, pronunciation training in actual education, compared to other training fields, is being dealt with in a very low proportion for a variety of reasons. This imbalance eventually makes it difficult for learners to train pronunciation properly. The introduction of Communicative Language Teaching(CLT) in the Korean education, focused on acceptability and fluency, has come to neglect accuracy; it manipulated not only grammar/ vocabulary but also pronunciation. To speak with correct pronunciation takes a lot of effort and time for it is very difficult for learners to identify and pronounce the consonants and vowels which are not in their mother tongues, and recognize phonological rules that vary with languages. It is, therefore, urgent to develop more efficient teaching materials and methodologies for classroom training, and teacher education to facilitate pronunciation learning and practice. Recent studies on pronunciation education have focused on fluency and understandable pronunciation which, at least, do not cause disability in communication, emphasizing conjunction with functions such as listening and speaking. They put more emphasis to focus not only segmental factors such as consonants and vowels but also suprasegmental factors which are important in the convey of meaning in pronunciation education. In the educational environment particularly engaged with communication, they argue that pronunciation training with real-life tasks should be carried out in concern of the needs of learners or learning objectives. It must be the ultimate purpose of pronunciation education that the learners, after learning and practicing over a period of time, will have autonomous learning abilities to monitor and correct their own pronunciation without teacher’s assist. This paper probes the current condition of Korean pronunciation education in terms of pronunciation training, teacher’s provision (teaching ability, preparation and etc), and its research environment in actual education. It thus addresses problems, their solutions, and several suggestions for better pronunciation education in future.

한국어 교육에서의 현실발음 교육 : 발음 교육과 형태 교육의 구분

하신영 인천대학교 인문학연구소 2022 인문학연구 Vol.37 No.-

Actual pronunciation does not refer to only non-standard pronunciation, but is, in fact, utilized pronunciation. In this paper, from the standpoint that education of actual pronunciation should be conducted in Korean education, various phenomena that have been discussed as actual pronunciation is presented by dividing them into the content of pronunciation education and other content for vocabulary education. In the education of pronunciation, it has been argued that the actual vowel system should be reflected in the stage of teaching Korean alphabet, and that voluntary pronunciation rules applied in rapid and comfortable speech situations should be included in pronunciation contents. In education related to vocabulary, it has been indicated that actual pronunciation, which has been only dealt with in the discussion of pronunciation education, should be dealt with within education of vocabulary and grammar education as well.

「音声のメタ言語能力」の構築を目指した教師教育の試み ― 韓国人日本語教師と支援者による意見交換の場から生まれた学び ―

千仙永 ( Chun Sun-young ) 한국일어교육학회 2023 일본어교육연구 Vol.- No.62

本研究は、韓国の日本語教育現場における音声教育の活性化の一助となるべく、教師教育を文脈に教育内容や支援方法を模索するものである。これまで韓国では、現職の教師が音声について意見交換を行う場が少なかった。そこで、本研究では、音声教育支援の一環として、音声について意見交換を行う場を設けるという教師教育のアプローチを試みた。本稿では、とりわけ、従来の教師教育の文脈では、それほど取り上げられてこなかった「音声のメタ言語能力」の構築過程を報告する。リサーチクエスチョンは、以下の2点である。 RQ1:「音声のメタ言語能力」は、教師と支援者の間でどのように構築されたか。 RQ2:「音声のメタ言語能力」の構築は、両者の学びにどのような影響を及ぼしたか。 2018年10月から12月にかけて設けた音声教育に関する意見交換用メーリングリストに投稿された53件の内容を質的に分析した。意見交換の内容は、5つの音声項目――(1)短縮語、(2)外来語のリズム、(3)擬声語と擬態語、(4)促音と撥音、(5)複合語のアクセント――を含む。 分析の結果、以下の点が明らかになった。(1)支援者による例示、視覚化、比較という工夫が、教師による音韻特徴の説明を促していた。これらの行動により、教師は「音声のメタ言語能力」を徐々に構築していった。(2)教師はこれらの能力を、教育実践の計画や振り返り、他教科との連携に活用した。(3)一方、「音声のメタ言語能力」が構築されていく中で、音声教育に対する不安を抱えている実態が浮かび上がってきた。学習経験を振り返り、音声教育に関する考え方を共有することで、支援者·教師間で音声教育観が再構築されていった。 本研究から、韓国の日本語教育現場に向けて3点の示唆が得られた。まず、韓国の教師教育フィールドにおいて「音声のメタ言語能力」を構築するためには、意見交換の工夫によって音韻知識を身につける環境が必要であることを提案した。次に、日本語の音声をテーマとした、言語系科目·非言語系科目との新たな教育実践の連携の可能性が示された。最後に、音声教育上の悩みや経験等を共有する場を設けることが必要である。 This study sets up a place for discussion on pronunciation with Japanese language teachers who take part in secondary education in Korea. This paper reports on “metalinguistic ability on pronunciation” that was constructed between a teacher and a supporter through the discussion. The research questions are as follows: RQ1: How was “metalinguistic ability on pronunciation” constructed between a teacher and a supporter? RQ2: How did the construction of “metalinguistic ability on pronunciation” affect the learning between them? Qualitative analysis was conducted on the content of 53 posts on a mailing system, from October to December 2018. The content includes five topics: 1) Shortened word 2) Rhythm of foreign word 3) Onomatopoeia 4) Double consonant and syllabic nasal 5) Compound accent. The analysis revealed the following: 1) Supporter's exemplification, visualization, and comparison encouraged the teacher to explain aspects of pronunciation. The teacher gradually constructed “metalinguistic ability on pronunciation” through these actions. 2) The teacher used these skills to plan and reflect on teaching practices as well as collaborate with other subjects. 3) Teacher’s anxiety surrounding pronunciation was heightened by constructing “metalinguistic ability on pronunciation.” Through the reflection on these learning experiences and sharing of perspectives on pronunciation education, beliefs of pronunciation education were reconstructed between participants. This study suggests implications for Japanese language education in Korea. First, in constructing “metalinguistic ability on pronunciation” in the Korean teacher education field, this study proposed fostering an environment in which phonological knowledge is acquired. Second, the possibility of incorporating Japanese pronunciation with other subjects was introduced. Third, it was proposed to create an opportunity for open discussion in order to release teachers' anxiety that may arise.

A Study on Learning Strategies for English Pronunciation

유선영 국제인문사회연구학회 2021 Studies on Humanities and Social Sciences (SHSC) Vol.3 No.1

A Study on Learning Strategies for English Pronunciation Seonyoung You* Abstract: This study is on the strategies for improvement English pronunciation. Learning about English pronunciation and recognition of the importance of English pronunciation in the English education as a foreign language (EFL) environment vary widely. When non-native English learners learn English through learning rather than learning, they tend to see English fluency and proficiency as communication purposes, but when we know the importance of recognizing English pronunciation and the need for learning, we will understand English quickly. Therefore, the purpose of this paper is to find the importance of learning English pronunciation and accurate recognition of English pronunciation. Therefore, in this paper, we consider that the understanding of English pronunciation education can be improved by supporting the theories of content and functional language that traditional grammarians argued, and that English pronunciation can be improved through content and functional language theory. This is influenced by various backgrounds such as the age of learners and duration of English learning in Korea. As discussed in this paper, we analyze that English pronunciation can be improved through English learners’ efforts and present more diverse methods of English pronunciation education. Key Words: English Pronunciation, Pronunciation Learning Strategy, Pronunciation Education, Content Words, Function Words □ Received: June 20, 2021, Revised: June 29, 2021, Accepted: June 30, 2021 * Ex-professor, Sejong University (Email: ystandhal@naver.com) A Study on Learning Strategies for English Pronunciation Seonyoung You* Abstract: This study is on the strategies for improvement English pronunciation. Learning about English pronunciation and recognition of the importance of English pronunciation in the English education as a foreign language (EFL) environment vary widely. When non-native English learners learn English through learning rather than learning, they tend to see English fluency and proficiency as communication purposes, but when we know the importance of recognizing English pronunciation and the need for learning, we will understand English quickly. Therefore, the purpose of this paper is to find the importance of learning English pronunciation and accurate recognition of English pronunciation. Therefore, in this paper, we consider that the understanding of English pronunciation education can be improved by supporting the theories of content and functional language that traditional grammarians argued, and that English pronunciation can be improved through content and functional language theory. This is influenced by various backgrounds such as the age of learners and duration of English learning in Korea. As discussed in this paper, we analyze that English pronunciation can be improved through English learners’ efforts and present more diverse methods of English pronunciation education. Key Words: English Pronunciation, Pronunciation Learning Strategy, Pronunciation Education, Content Words, Function Words □ Received: June 20, 2021, Revised: June 29, 2021, Accepted: June 30, 2021 * Ex-professor, Sejong University (Email: ystandhal@naver.com)

조음 음운 치료 원리를 접목한 화상 한국어 발음 교수 방안 - 파열음·파찰음의 삼지적 대립을 중심으로 -

홍성미 ( Hong Sung-mi ),김지형 ( Kim Ji-hyung ) 영주어문학회 2021 영주어문 Vol.47 No.-

본 연구에서는 외국인 한국어 학습자의 화석화된 발음을 교정하기 위해 조음 및 음운 치료 원리를 접목한 일대일 화상 발음 교육을 시행하고 그 효과성을 입증하고 자 한다. 이를 통하여 한국어 발음 교육의 실질적인 교수 전략을 제시하는 데 본 연구의 목적이 있다. 이를 위해 중국어를 모어로 하는 대만인 학습자 4인, 베트남어 모어 화자 1인 등 총 5명을 대상으로 한국어의 파열음과 파찰음 계열에 존재하는 ‘평음:격음:경음’의 삼지적 대립을 구별하기 위한 일대일 화상 발음 교육을 시행하였다. 일대일 화상 교육은 Skype를 사용하여 진행하였으며, 학습자들의 발음에 대한 평가는 SPSS의 대응 표본 T검정을 통해 사전 및 사후 테스트 결과를 비교하여 발음 개선의 효과를 비교하였다. 또한, 실시간 화상 교육으로 이루어진 발음 교육에 대한 학습자들의 만족도와 보완점을 확인하고자 발음 교육 후 학습자 만족도 설문 조사를 실시하여 분석하였다. 연구 결과, 외국인 학습자들은 조음 음운 치료의 원리를 접목한 일대일 화상 교육을 통해 파열음 및 파찰음의 삼지적 대립에 대한 발음 개선이 나타났다. 또한 화상 발음 교육을 통한 학습자들의 한국어 발음 교육의 높은 만족도를 확인할 수 있었다. 본 연구는 한국어 발음 교육에서 잘 활용되지 않았던 ‘조음 음운 치료’를 접목한 일대일 화상 발음 교육을 시행하여 외국인 학습자의 한국어 발음 교육에서 실질적으로 적용될 수 있는 새로운 발음 교육 전략을 제시하였다는 데 의의가 있다. Purpose: This study aims to demonstrate the effectiveness of tele-education Korean pronunciation education that incorporates articulation and phonology therapy principles to correct fossilized pronunciation of foreign learners. Methods: In this paper, Korean language education was taught one-on-one to foreign learners who exhibited pronunciation errors in establishing the three-way correlation between plosive and affricative sounds through tele education. The subjects of this study were 4 Chinese-speaking Taiwanese and 1 Vietnamese. Skype was used for Korean pronunciation education through tele-education. The Korean pronunciation evaluation was to compare the results of pre- and post-tests through the T-test of the SPSS, to verify the effectiveness. In addition, in order to present the satisfaction and complementary points of tele-education (pronunciation), the questionnaire of learner satisfaction was surveyed and analyzed after the pronunciation education. Results: This study proved the effectiveness of Korean pronunciation education through one-on-one tele-education incorporating the principle of articulation and phonology therapy to foreign learners. Conclusion: It is significant that a new pronunciation teaching strategy that can be practically applied in Korean pronunciation education of foreign learners is presented.

中國國內韓語學習者發音問題的影響因素硏究 - 以環境因素、敎材因素及敎師因素爲中心-

趙晨薇,關關 동아인문학회 2022 동아인문학 Vol.61 No.-

The ultimate goal of learning a foreign language is to use the language skillfully in order to communicate smoothly with the language user. Especially, pronunciation is the basis of learning a language well. When learning Korean, pronunciation of Korean directly affects the effectiveness of Korean learning for Chinese learners who do not have a Korean environment. Therefore, it is necessary to pay attention to Korean pronunciation education. The factors affecting the pronunciation problem of Korean learners include not only the learner's personal factors but also external factors (environment, textbooks, teachers, and etc.). In this study, in order to solve the Korean pronunciation problem of Korean learners in China, we would discuss external factors that affect the pronunciation learning problem, that is, environmental factors, textbook factors, and teacher factors. Specific research methods and results could be divided into three types. First, the literature of the CNKI citation index database was studied through CitesSpace analysis. The results show that Chinese Korean pronunciation education began in 2003. In addition, there are relatively few studies on Korean pronunciation education in China at present, and mainly studies are conducted focusing on three areas: Korean-Chinese pronunciation comparison, pronunciation education, and support education. Second, eight Korean textbooks published in China were analysed. The results show that there is no unified standard for pronunciation composition in Korean textbooks currently published in China, and there are differences between textbooks. In addition, there is a problem that the content of pronunciation is insufficient and the practice method is simple. Third, it was found that the current stress of Chinese Korean language teachers was relatively high through interview results of Chinese teachers working in China. This stress mainly stems from the test-oriented education system, the role and responsibility of teachers, and the workload. In addition, 'lack of research funds and textbooks' is the biggest difficulty in the current curriculum. It is also mentioned that there are fewer opportunities for re-education of Korean teachers. Finally, local Chinese Korean teachers in China mainly have expectations for Korean pronunciation education regarding the development of pronunciation textbooks, diversification of teaching methods, and projects. 외국어 학습의 궁극적인 목표는 목표 언어를 능숙하게 사용하여 목표 언어 사용자와 원활하게 의사소통하는 것이다. 특히 발음은 언어학습의 기초이다. 한국어를 학습할 때 한국어 사용 환경이 없는 중국인 학습자에게 한국어의 발음은 한국어 학습 효과에 직접적인 영향을미친다. 그러므로 한국어 발음 교육에 주목할 필요가 있다. 한국어 학습자의 발음 문제에 영향을 미치는 요인은 학습자의 개인적 요인뿐만아니라 외부적 요인(환경, 교재, 교사 등)이 있다. 본 연구에서는 중국 국내 한국어 학습자의 한국어 발음 문제를 해결하기 위하여 발음 학습에 영향을 미치는 외적 요인, 즉, 환경적 요인, 교재 요인, 교사 요인에 대해 논의하고자 한다. 구체적인 연구 방법 및 결과는 세 가지로 나눌 수 있다. 첫째, CiteSpace 분석을 통해 의 한국어 발음 교육이 2003년부터 시작되었음을 알 수 있다. 또한, 현재 중국에서 한국어 발음 교육에 관한 연구는 상대적으로 적으며, 주로 한중 발음 비교, 발음 교육, 받침 교육을 중심으로 이루어졌다. 둘째, 중국에서 출판된 8권 한국어 교재를 분석하였다. 그 결과는 현재 중국에서 발간된 한국어 교재에서 발음 구성에 대한 통일된 기준이 없고, 교재마다 차이가 있음을 알 수 있다. 또한, 발음에 관한 내용이 부족하고, 연습 방법이 단순하다는 문제가 있다. 셋째, 중국 에서 재직 중인 중국인 교사의 인터뷰 결과를 통해 현재 중국인 한국어교사의 스트레스가 상대적으로 높은 것으로 나타났다. 이러한 스트레스는 주로 시험 위주의 교육 시스템, 교사의 역할과 책임, 업무량에서비롯된다. 또한, 연구비 및 교재 부족이 현재 교육 과정의 가장 큰 어려움이다. 또한 한국어 교사들에 관한 교사 재교육의 기회가 적다는것을 언급하었다. 마지막으로 중국 현지의 중국인 한국어 교사들은 한국어 발음 교육에 대한 기대는 주로 발음 교재의 개발, 교수법의 다양화, 프로젝트 등이 있다.

중국인 학습자 대상 한국어 발음 교육 연구 동향에 대한 한·중 비교 분석

유소소(Xiaoxiao Liu),전패영(Peiying Tian),한군(Jun Han),허방신(Fangchen Xu) 국제한국어교육학회 2023 한국어 교육 Vol.34 No.2

To compare and analyze the trends in Korean pronunciation education research targeting Chinese learners conducted in both Korea and China over the past decade by proposing implications and future directions for relevant research, this paper examined 186 pronunciation education-related studies in Korea and 90 in China between 2012 and 2022. Moreover, it analyzed the evolution of Korean pronunciation education research by categorizing it according to year, type, learner variable, research methodology, theme, and pronunciation elements by scrutinizing the changes and their underlying rationale. On this basis, the future directions for Korean pronunciation education research can be summarized as follows: Firstly, both Korean and Chinese academia must maintain a persistent interest in pronunciation education. Secondly, China must consistently produce research outcomes that can contribute to the academic development of Korean language education and provide a theoretical foundation for Korean pronunciation education. Thirdly, both Korean and Chinese future pronunciation education research should explore various learner factors by focusing on the pronunciation acquisition and education circumstances of specific learner groups. Fourthly, it is crucial for Chinese researchers to prioritize the use of objectives and multifaceted research methods based on experiments and statistics. Fifthly, both Korean and Chinese research should focus on learner assessment, teacher training, the development of ICT-based pronunciation education content utilizing multimedia, and the design of integrated functional education approaches. Lastly, both Korean and Chinese studies on suprasegmentals, phonological rules, and authentic pronunciation should be strengthened alongside those on segmentals.

중국어 듣기 교육 방안 연구

강창구 중국인문학회 2017 中國人文科學 Vol.0 No.65

This paper divided listening activities into several areas of pronunciation listening education, vocabulary listening education, sentence listening education, speaking listening education, short sentence listening education, and soap opera of film listening education; and listed corresponding actual examples together. First, the pronunciation listening education helps learners distinguish the linguistic segment sounds and differentiate important sounds. To listen well, it is important to listen more often but, it is most important to understand accurate pronunciation. Examples were presented in terms of Chinese initial, vowel and intonation in the pronunciation listening education. Second, the richer and more advanced the vocabulary, the more abundant the language evolves and the more extensive the linguistic expression becomes. The vocabulary listening education includes listening to words and writing words, listening to words and choosing words, listening to words and writing words, listening to words and differentiating words, listening to words and writing numbers, listening to words and finding the corresponding picture or drawing lines, listening to words and writing antonyms or synonym, puzzle game, etc. Third, the sentence listening education is to train learners understand and recognize Chinses sentence structures. It is a very important part in Chinese listening education. To understand short sentences in the initial stage is the foundation to understanding conversations and recognize sentences. Based on it, one can understand longer sentences. The sentence listening education include listening to sentence and choosing the right answer, listening to a clip and comprehending the story, listening to the first part of a sentence and guessing the latter part, finding an answer described by pause, accent, and tone. Forth, the speaking listening education mainly includes daily lives, exchanges, discussions, etc. Specifically, there are contents about time, venue, occupation, age, plan, behavior, cause, attitude, relationship and many others. The speaking part, compared with the sentence listening mentions above, has a lot more contents and requires longer time to listen. Therefore, listening skill based on association, guess, assessment, etc. should be trained intensively. Learners should be trained to be able to understand the general idea of the whole story and identify key information well. Fifth, short sentences usually go longer than partial sentences or speaking and they imply diverse information, giving little time for listeners to control their mind or take a breath while listening. Therefore, listeners should predict the content first by looking at the subject or presented examples. Based on the prediction, they need to find key words to understand the main ideal. In this process, they need to note the basic facts, a figure’s attitude and perspective, main idea, etc. of the short sentences including details such as time, venue, numbers, peoples’ name and cause. And they can understand the theme when listening to the start and end with full attention. Concerning the details such as time, venue, number, people name, place name and cause, record the key points with signs or vowels or consonants while listening. Sixth, Chinese listening practice using Chinese soap opera or films is helpful not only to stimulate interest but also understand Chinese culture and pick up daily expressions and languages naturally. While watching a soap opera or movie, learners need to understand the general story and context first then try to listen to details. In this manner they can gain help for overall comprehension and listening skill. Teachers can let their students watch a movie or soap opera and follow the actors or actresses in certain part. When showing a film or soap opera to students first, teachers can remove the subtitles then from the second round of watch, they can show the Chinese subtitles or use subtitle...

中國 漢字敎育 硏究의 성과와 전망

한연석 한국한문교육학회 2011 한문교육논집 Vol.37 No.-

Most studies of Chinese character education in China have great ripple effects and confidences because they are carried out as research projects by country, state, or city. Deliver high-level in two large and reputable. Those researches so far can be largely categorized as follows: First of all, researches on the characteristics of shape, sound, and meaning. Secondly, researches on the psychological characteristics of students. Lastly, researches utilizing modern science and civilization like computer. Recent researches are focused on learner's interest, active participation, respect for learners, creative education, and independent learning. Language and literature education in Chinese school is carried out by the distributed ‘the manual for teaching Language and literature’It presents the purpose of education, contents, extracurricular activities, focuses, and educational level per grade. ‘The standard for Language and literature class’ published in 1993 requires to teach 1600 ~ 1800 characters in Grade 1&2, 2500 characters (cumulative) in Grade 3&4, 3,000 characters (cumulative) in Grade 5&6. 500 characters to be learned are increased more than Phase I, ‘the manual for teaching Language and literature’It requires teaching characters intensively in Grade 1&2. Memorizing characters, writing, mastering pronunciation and intonation, reading, dictation, and speaking are carried out in elementary school education. Mastering characters by figures, dictionary, and radicals are also carried out. Recently, the framework of elementary education for Chinese character is changing. The first thing to teach for the new students in elementary school was pronunciation and intonation prior to Chinese character. But, Chinese character is the first, pronunciation and intonation is the next at the moment because Chinese want to change the education from the passive way to active way. 중국의 識字敎學에 관한 연구는 대부분 국가 혹은 省, 市 차원의 연구과제로 수행되어 파급력과 공신력이 크다. 지금까지 이루어진 識字敎學法은 대략 ‘注・提’ 識字敎學, 分散識字, 集中識字, 部件識字, 聽讀識字, 猜認識字, 字謎識字, 字理識字, 字根識字, 奇特聯想識字, 計算機輔助識字, 解形識字, 多媒體熟語識字, 字形識字敎學法(筆劃分析法, 偏旁分析法, 結構分析法, 歸類利用法, 演示識字法, 謎語法), 字義識字敎學法(造字分析法(六書)), 嬰幼兒科學漢字敎育法, 科學分類識字, 潛能識字, 電腦雙拼識字, 雙腦識字, 電腦字根識字法, 大成序法識字, 字中字檢字法及識字敎學硏究 등이 연구되었다. 중국 학교의 語文교육은 국가에서 반포한 「語文敎學大綱」에 의해 이루어진다. 「語文敎學大綱」은 敎學目的, 敎學要求, 敎學內容, 課外活動, 敎學中의 주의 점, 학년별 교학주문이 제시되어 있다. 2001년 반포된 『語文課程標準』은 1, 2학년 1600〜1800자, 3, 4학년 2500자(累積), 5, 6학년 3000자(累積) 교학을 요구하는데, 이는 전 단계 『語文敎學大綱』보다 識字量이 500자 더 증가한 것이고, 1, 2학년에서 집중식자를 요한다. 初等學校識字敎育은 어문교학대강을 충실히 따르고 있다. 識字敎學重點은 識字, 寫字, 拼音, 閱讀, 寫話(받아쓰기), 口語交際, 語文綜合活動 등이고, 이를 실행하기 위해 寫字, 偏旁 익히기, 査字하기, 生字에 主音하기, 자형분석하기, 자음, 字義 장악하기 등을 실시하는데, 구체적으로 圖形識字, 聽讀識字, 朗讀法, 誦讀法, 육서원리, 편방결구, 한자쓰기, 종합적인 운용을 실시하여 성취한다. 최근 초등학교 識字敎學의 큰 틀이 변화하고 있다. 능동적 식자교육과 한자의 형, 음, 의를 통한 聯想 식자교학을 위해 지금까지 실시된 先拼音識字를 先漢字識字로 바꾸었다. 중국은 간화로 인해 부수이용, 구조분석 등을 통한 전통 육서 교학 실시가 우리보다 불리한 반면, 생활언어나, 문장을 활용할 수 있어 우리보다는 식자 방법이 다양하다. 중국의 識字敎學法 중 謎語法, 컴퓨터를 활용한 ‘字中字法,’ 破字 식자법 등은 우리가 관심을 가질만하다. 앞으로 중국의 식자교학 연구는 획기적이고 새로운 방법보다는 과학기기를 활용한 식자교학, 창의적, 능동적 식자교학법 연구를 지향할 것으로 보인다.

초등학생의 치찰음 체언 발음 양상 연구

강인순 학습자중심교과교육학회 2008 학습자중심교과교육연구 Vol.8 No.1

The purpose of this study was to analyze the elementary students' pronunciation aspect of the dental and affricate nouns and propose the need of the pronunciation education. Diagnosing the direction of the pronunciation education through the history and changes, we felt the importance of the pronunciation education that was demonstrated in the language planning, the inquire into the actual condition of the pronunciation and the analysis the cause, the teaching of the pronunciation education, the development of the educational contents. But the elementary students didn't know the existence of the received pronunciation. After I inquired into the 100 elementary students' pronunciation aspect of the dental and affricate nouns, I asked them to know the received pronunciation. No one replied confidently. They may conclude that the elementary students have no interest in it. 5th grade's and 6th grade's students wanted to know the received pronunciation, so I taught them the liaision and the palatalized sound. Though developing the received pronunciation electronic dictionary on centering around the <speaking․listening>'s examples, we don't expect the success of the pronunciation education in sixty minutes in a semester. They say it is possible to do the pronunciation education with the <reading>. According to the my analysis, it is impossible. The cause of the language error is not in the learners but in the short of the recognition to the pronunciation education, the text of being far from reality, the poor time. We always don't speak the received pronunciation, but we know it. The language planning is normal in Korean. Knowing received norm will be the basis of being powerful of Korean's strength. 본 연구는 초등학생의 치찰음 체언 발음 양상을 분석하여 발음 교육의 필요성을 제언하는 데 그 목적이 있다. 연구사와 변천사를 통해 발음 교육의 방향을 진단하면서 우리는 언어 규범 정책, 발음 실태 조사와 원인 분석, 발음 교육의 지도, 교수용 도구 및 개발 등으로 점점 중시되는 발음 교육을 이론상으로 느낄 수 있었다. 그러나 정작 초등학생들은 표준 발음이 있다는 사실도 몰랐다. 부산 동래에 거주하는 초등학생 100명을 대상으로 치찰음 체언의 발음 양상을 조사한 후 방금 발음한 체언의 표준 발음을 아는 지 물었다. 자신 있게 대답한 학생이 아무도 없었다. 이들이 표준 발음에 전혀 관심이 없었다고 미리 단정해서는 안 된다. 초등학교 5학년생과 6학년생은 표준 발음을 알고 싶어 했고, 필자는 연음 현상과 구개음화의 원리를 설명해 주었다. <말하기․듣기>의 예시를 중심으로 표준 발음 전자 사전이나 웹을 개발했지만, 한 학기에 60분도 채 안 되는 발음 수업으로 성공적인 발음 교육을 할 수 없다. 시야를 넓혀 읽기 교과서로도 발음 교육을 하면 된다고 생각할 수 있으나, 본고에서 분석한 바로는 그것 또한 효과를 기대할 수 없었다. 급격한 발음 변화와 언어 파괴는 학습자의 탓이 아니라, 발음 교육에 대한 우리들의 인식 부족과 발음 생활과 동떨어진 교재, 발음 교육에 배당된 빈약한 시간에 있다. 수학에서 사칙연산이 기본이라면 국어에서는 언어 규범이 기본이다. 사칙연산을 모르면 수학 문제를 풀 수 없듯이, 언어 규범을 모르면 정확한 국어 생활을 할 수 없다. 항상 표준 발음으로 생활할 수는 없지만, 알고는 있어야 한다. 국어의 기본을 충실히 아는 것은 국어의 힘을 키우는 밑거름이 될 것이다.