지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
A major premise of this study is that Korean and Chinese languages have systematic differences. By applying the optimality theory that reflects the characteristics of syllable structure, I tried to analyze the liaison errors committed by Chinese students and examine why such errors occur. Based on the results, I suggested the education method of liaison for Chinese students simply.
To set the constraints for analysis, I have to analyze the syllable structure of Korean and Chinese languages. Korean language has a common characteristic in that the syllable preferably starts with a consonant. That’s why the occurrence of liaison in Korean language is quite natural and frequent. However, Chinese language imposes a boundary of syllables regardless of dialect. Also, many Chinese words consist of one syllable and have their own intonations. Thus, resyllabification has never occurred with the insertion of zero initial or deletion of the nasal coda.
Reflecting these syllable characteristics, I draw the constraint ranking for Korean and Chinese languages. Korean language explains the liaison easily, but Chinese language needs more constraints. The constraint ranking applied to the analysis is as follows.
Korean: Peak≫Max-IO, Dep-IO, Ident-IO(F)≫Onset, NoCoda Chinese: Peak≫Align-L≫Del-N(N.V.)≫Max-IO, Dep-IO, Ident-IO(F)≫Onset, NoCoda
Through this analysis, I raise the possibility that the errors made by Chinese students are influenced by the syllable characteristics of their mother tongue.
Using these results, I suggested an educational method of liaison for Chinese students. To recognize the correct liaison, we have to use the Audio-Lingual Method and let students listen and repeat what they hear repetitively. After that, some visual materials will be presented to learners to help them understand the liaison in Korean. They also have to carry out considerable reading, listening, and error correction practice. All these steps need to be repeated continually.
To set the constraints for analysis, I have to analyze the syllable structure of Korean and Chinese languages. Korean language has a common characteristic in that the syllable preferably starts with a consonant. That’s why the occurrence of liaison in Korean language is quite natural and frequent. However, Chinese language imposes a boundary of syllables regardless of dialect. Also, many Chinese words consist of one syllable and have their own intonations. Thus, resyllabification has never occurred with the insertion of zero initial or deletion of the nasal coda.
Reflecting these syllable characteristics, I draw the constraint ranking for Korean and Chinese languages. Korean language explains the liaison easily, but Chinese language needs more constraints. The constraint ranking applied to the analysis is as follows.
Korean: Peak≫Max-IO, Dep-IO, Ident-IO(F)≫Onset, NoCoda Chinese: Peak≫Align-L≫Del-N(N.V.)≫Max-IO, Dep-IO, Ident-IO(F)≫Onset, NoCoda
Through this analysis, I raise the possibility that the errors made by Chinese students are influenced by the syllable characteristics of their mother tongue.
Using these results, I suggested an educational method of liaison for Chinese students. To recognize the correct liaison, we have to use the Audio-Lingual Method and let students listen and repeat what they hear repetitively. After that, some visual materials will be presented to learners to help them understand the liaison in Korean. They also have to carry out considerable reading, listening, and error correction practice. All these steps need to be repeated continually.
목차
1. 연구 목적 및 방법
2. 이론적 배경
3. 한국어와 중국어의 음절 특징
4. 최적성 이론에 의한 분석
5. 중국인 학습자 대상의 연음 교육 방안
6. 결론 및 제언
참고문헌
[Abstract]
참고문헌 (23)
참고문헌 신청
1. [학술지(정기간행물)] - 강창석 / 1984 / 국어의 음절구조와 음운현상 / 국어학 13 : 199 ~ 228
2. [학위논문] - 권영미 / 2008 / 중국 학습자를 위한 한국어 발음 지도 방안 연구 / 석사 / 청주대학교 교육대학원
3. [단행본] - 조항록 / 2005 / 한국어교육론2 / 서울:한국문화사
4. [단행본] - 김영석 / 2003 / 최적성 이론의 주제별 안내 / 한국문화사
5. [학술지(정기간행물)] - 김형복 / 2004 / 한국어 음운 변동 규칙의 교수-학습 순서 연구 / 한국어교육 15 (3) : 23 ~ 41
2. [학위논문] - 권영미 / 2008 / 중국 학습자를 위한 한국어 발음 지도 방안 연구 / 석사 / 청주대학교 교육대학원
3. [단행본] - 조항록 / 2005 / 한국어교육론2 / 서울:한국문화사
4. [단행본] - 김영석 / 2003 / 최적성 이론의 주제별 안내 / 한국문화사
5. [학술지(정기간행물)] - 김형복 / 2004 / 한국어 음운 변동 규칙의 교수-학습 순서 연구 / 한국어교육 15 (3) : 23 ~ 41
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UCI(KEPA) : I410-ECN-0101-2013-810-001691360