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
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This paper aims to understand the current situation of teaching Korean pronunciation and intonation in the field of Korean Language Education, and to suggest a new pedagogical ground for teaching pronunciation and intonation in the Korean language classroom. For this, we observe Chinese learners’ level of pronunciation and intonation in Korean, who are judged objectively as belonging to intermediate to advanced level in terms of Korean listening, writing, and reading. In particular, we have the Chinese learners self-evaluate their speech ability of Korean, which then is listened to and evaluated by Korean native speakers. By comparing self-evaluation of the Chinese learners and the objectively evaluated speech level of them, we obtain the result that the Chinese learners assess their own speech ability higher than the objective speech ability.
In addition, the Chinese learners show intonation patterns that are very different from those of the Korean native speakers when performing ‘request’ and ‘refusal’ speech acts. From this fact, we suppose that the Chinese learners have had little chance to learn the proper intonation for those kinds of speech acts. This also seems to result from the fact that while teaching grammar and lexical expressions is equipped with a consistent and systematic curriculum and syllabus for each level of the Korean Language Education, there is no such systematic syllabus in the teaching of pronunciation and intonation. We suggest that there should be a proper and consistent pronunciation and intonation curriculum for each level of learners in accordance with the level of grammar, lexical expression and sentence types that they are learning. Furthermore, by developing a teaching method for pronunciation and intonation that incorporates speech acts such as question, command, request, and refusal, we expect to help learners of Korean understand and perform speech acts appropriately as well as to increase the naturalness of their Korean.
In addition, the Chinese learners show intonation patterns that are very different from those of the Korean native speakers when performing ‘request’ and ‘refusal’ speech acts. From this fact, we suppose that the Chinese learners have had little chance to learn the proper intonation for those kinds of speech acts. This also seems to result from the fact that while teaching grammar and lexical expressions is equipped with a consistent and systematic curriculum and syllabus for each level of the Korean Language Education, there is no such systematic syllabus in the teaching of pronunciation and intonation. We suggest that there should be a proper and consistent pronunciation and intonation curriculum for each level of learners in accordance with the level of grammar, lexical expression and sentence types that they are learning. Furthermore, by developing a teaching method for pronunciation and intonation that incorporates speech acts such as question, command, request, and refusal, we expect to help learners of Korean understand and perform speech acts appropriately as well as to increase the naturalness of their Korean.
목차
1. 서론
2. 연구의 배경
3. 실험
4. 토론 및 결론
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UCI(KEPA) : I410-ECN-0101-2014-700-002723673