• 제목/요약/키워드: Pronunciation Teaching

검색결과 85건 처리시간 0.024초

한국어 발음 교육 목표와 교육 내용 재고를 위한 실험연구 (An Empirical Study to Rethink the Goals and Components of Teaching Korean Language Pronunciation)

  • 이향
    • 한국어교육
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    • 제28권3호
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    • pp.105-126
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    • 2017
  • Intelligibility has been widely regarded as an appropriate goal for second language pronunciation teaching. Yet there are few empirical studies that focus on the intelligibility of Korean learners' pronunciation. Therefore, this mixed-methods study examined the relationship among native-like pronunciation, intelligible pronunciation, phonological fluency and comprehensibility. Furthermore, this study investigated how native-like pronunciation and intelligible pronunciation are measured differently in terms of actual pronunciation skills. In addition, this study examined how these two pronunciation styles mutually influence each other. The results of this study show that achieving native-like pronunciation is a much more difficult goal than achieving intelligible pronunciation. It further shows that foreign accented pronunciation has little to do with comprehensibility while better intelligibility is needed for clearer comprehensibility. To achieve better intelligibility, this study recommends pronunciation teaching based on segments, suprasegmentals and fluency as the focus on suprasegmentals and fluency teaching are more important to achieve a native-like pronunciation. Besides the focus on phonology, there are other social factors which could influence the evaluation of native-like pronunciation, but are not part of this study. These findings are expected to contribute not only to a better understanding of pronunciation, but also to a more comprehensive reevaluation and informed direction of pronunciation teaching and research.

초급 중국어 학습자를 위한 발음교육 개선방안 - 말하기 중심 발음 교수법 - (A Study of the Speaking-Centered Chinese Pronunciation Teaching Method for Basic Chinese Learners.)

  • 임승규
    • 비교문화연구
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    • 제35권
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    • pp.339-368
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    • 2014
  • In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

COMPUTER AND INTERNET RESOURCES FOR PRONUNCIATION AND PHONETICS TEACHING

  • Makarova, Veronika
    • 대한음성학회:학술대회논문집
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    • 대한음성학회 2000년도 7월 학술대회지
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    • pp.338-349
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    • 2000
  • Pronunciation teaching is once again coming into the foreground of ELT. Japan is, however, lagging far behind many countries in the development of pronunciation curricula and in the actual speech performance of the Japanese learners of English. The reasons for this can be found in the prevalence of communicative methodologies unfavorable for pronunciation teaching, in the lack of trained professionals, and in the large numbers of students in Japanese foreign language classes. This paper offers a way to promote foreign language pronunciation teaching in Japan and other countries by means of employing computer and internet facilities. The paper outlines the major directions of using modem speech technologies in pronunciation classes, like EVF (electronic visual feedback) training at segmental and prosodic levels; automated error detection, testing, grading and fluency assessment. The author discusses the applicability of some specific software packages (CSLU, SUGIspeech, Multispeech, Wavesurfer, etc.) for the needs of pronunciation teaching. Finally, the author talks about the globalization of pronunciation education via internet resources, such as computer corpora and speech and pronunciation training related web pages.

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국제어로서의 영어 발음교육 : 과제와 방향 (Teaching Pronunciation for English as an International Language)

  • Park, Joo-Kyung
    • 대한음성학회:학술대회논문집
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    • 대한음성학회 2000년도 3월 학술대회지
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    • pp.103-104
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    • 2000
  • As the role and status of English as an international language(EIL) have been widely discussed, studies need to be done to find out new issues and concerns related to teaching EIL In Korea. This presentation will review the changes in teaching English in Korea, teaching pronunciation, in particular, focusing on its goal and major instructional approaches. Suggestions will be made on developing a learner-centered communicative model for teaching English pronunciation and on training both Korean and foreign teachers of English to teach English pronunciation.

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The use of audio-visual aids and hyper-pronunciation method in teaching English consonants to Japanese college students

  • Todaka, Yuichi
    • 대한음성학회:학술대회논문집
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    • 대한음성학회 1996년도 10월 학술대회지
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    • pp.149-154
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    • 1996
  • Since the 1980s, a number of professionals in the ESL/EFL field have investigated the role of pronunciation in the ESL/EFL curriculum. Applying the insights gained from the second language acquisition research, these efforts have focused on the integration of pronunciation teaching and learning into the communicative curriculum, with a shift towards overall intelligibility as the primary goal of pronunciation teaching and learning. The present study reports on the efficacy of audio-visual aids and hyper-pronunciation training method in teaching the productions of English consonants to Japanese college students. The talk will focus on the implications of the present study, and the presenter makes suggestions to teaching pronunciation to Japanese learners.

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영어 학습자의 발음 오류 유형과 발화 명료도의 관계 연구 (Pronunciation error types and sentence intelligibility of Korean EFL learners)

  • 김현진
    • 영어어문교육
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    • 제10권3호
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    • pp.159-175
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    • 2004
  • This paper investigated the types of errors on English pronunciation and intelligibility of Korean EFL students, and the relationship between the pronunciation accuracy and intelligibility. Thirty one students were evaluated by six English native speakers in terms of overall intelligibility and accuracy In five areas such as nuclear stress, word stress, syllable structure, consonants and vowels. According to the findings of the study, pronunciation errors were made by the subjects more frequently In word stress than any other area of pronunciation accuracy. The Pearson correlation analysis showed that intelligibility was related with word stress, syllable structure, consonants and vowels, and the stepwise multiple regression analysis indicated that, among the above five areas of pronunciation accuracy, word stress best accounted for the intelligibility of a given sentence. In the conclusion, the importance of teaching pronunciation of in those five areas with a special focus on word stress was emphasized m terms of intelligibility.

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A use of songs for Teaching English Pronunciation in Elementary School

  • Hong, Kyung-Suk
    • 대한음성학회:학술대회논문집
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    • 대한음성학회 2000년도 7월 학술대회지
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    • pp.105-116
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    • 2000
  • How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

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ENGLISH RESTRUCTURING AND A USE OF MUSIC IN TEACHING ENGLISH PRONUNCIATION

  • Kim, Key-Seop
    • 대한음성학회:학술대회논문집
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    • 대한음성학회 2000년도 7월 학술대회지
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    • pp.117-134
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    • 2000
  • Kim, Key-Seop(2000). English Restructuring and A Use of Music in Teaching English Pronunciation. JSEP 2000 voU This study has two-fold aims: one is to clarify the restructuring of English in utterance, and the other is to relate it to teaching English pronunciation for listening and speaking with a use of music and song by suggesting a model of 10-15 minute pronunciation class syllabus for every period in class. Generally, English utterances are restructured by stress-timed rhythm, irrespective of syntactic boundaries. So the rhythmic units are arranged in isochronous groups, of which the making is to attach clitic(s) to a host or head often leftwards and sometimes rightwards, which results in linking, contraction, reduction, sound change and rhythm adjustment in utterance, just as in music and song. With English restructuring focused on, a model of English pronunciation class syllabus is proposed to be put forward in class for every period of a lesson or unit. It tries to relate the focused factor(s) in pronunciation to the integrated, with teaching techniques and music made use of.

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Redefining Lingua Franca Core for Korean Learners of English

  • Chung, Hyun-Song
    • 말소리와 음성과학
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    • 제2권4호
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    • pp.129-134
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    • 2010
  • Jenkins (2000, 2007) suggested lingua franca core (LFC) of English as an international language (EIL) context. According to her, intelligibility of English pronunciation of L2 English speakers and English learners is more important than pronunciation accuracy in English communication. Her suggestion has been widely accepted in Korean classroom situations, so the systematic teaching of English pronunciation has been rarely emphasized. In this paper it is argued that the LFC of English is widely misinterpreted in Korea while some of her suggestions themselves are also misleading. This paper tries to redefine Jenkins' LFC and provide suggestions for teaching LFC in Korea.

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A Use of Songs for Teaching Pronunciations in Elementary School

  • Hong, Kyung-Suk
    • 대한음성학회지:말소리
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    • 제41호
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    • pp.61-71
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    • 2001
  • How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

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