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국제한국어교육학회> 한국어 교육> 중국인 학습자의 한국어 숙련도에 따른 한국어 파열음과 파찰음의 변별 지각 양상

KCI등재

중국인 학습자의 한국어 숙련도에 따른 한국어 파열음과 파찰음의 변별 지각 양상

Effects of L2 proficiency on Mandarin speakers` perception of Korean stops and affricates

류나영 ( Na-young Ryu )
  • : 국제한국어교육학회
  • : 한국어 교육 27권4호
  • : 연속간행물
  • : 2016년 12월
  • : 35-56(22pages)
한국어 교육

DOI


목차

1. 서론
2. 선행연구
3. 연구방법
4. 연구결과 및 논의
5. 결론
참고문헌

키워드 보기


초록 보기

This study investigates the degree of categoriality and discrimination accuracy in the perception of the three-way contrast in Korean stops and affricates by Mandarin speakers. The participants for this study include 44 Mandarin speakers who differ in Korean proficiency level and a control group of 13 native Korean speakers. Perceptual accuracy is assessed through an AX discrimination and an identification task. The result indicates that L2 proficiency plays a significant role in non-native speech perception. Overall, Mandarin listeners with more Korean language proficiency respond to the contrasts more like native Korean speakers than those with less proficiency. However, Mandarin learners of Korean have more difficulty perceiving lenis than aspirated and fortis, while they have less difficulty distinguishing aspirated from lenis and fortis regardless of their proficiency level in Korean. This finding suggests that Mandarin learners rely solely on VOT, which is a primary cue in their native language, when differentiating the Korean contrast, whereas native speakers of Korean use both VOT and F0 to distinguish the contrast. In light of this observation, Mandarin speakers who learn Korean as a foreign language need to focus on both VOT and F0 in order to increase their accuracy in the perception of the Korean contrasts. (University of Toronto)

UCI(KEPA)

I410-ECN-0102-2018-700-000530887

간행물정보

  • : 어문학분야  > 국어학
  • : KCI등재
  • :
  • : 계간
  • : 1225-6137
  • : 2713-847X
  • : 학술지
  • : 연속간행물
  • : 1989-2022
  • : 1193


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This research aimed to understand the environment and needs of overseas Korean language learners and to seek a solution through the use of media. To do this, we divided learners into Eastern and Western culture areas and made a comparative study. As learners who grew up in Eastern and Western culture areas have different background knowledge and learning needs, it is very important for teachers running classes in each area to understand the differences between the culture areas of the learners. This research used surveys and media production assignments to investigate the needs and characteristics of undergraduate Korean language majors at overseas universities and to seek effective teaching methods for each location. Through this we obtained the following results. First, we analysed what overseas Korean language learners need in a learning environment, and what they think about using media for study. Through the analysis of needs, we found that using media is not only familiar to overseas Korean language learners already but also useful as a method of learning. In the second place, we checked how the mother-culture that learners acquired as they grew up in each culture area influences their Korean speaking assignments. We had the learners conduct a speaking task and then submit it in video form. From analysing these assignments we reached the following three conclusions. First, Eastern and Western learners showed different tendencies in choosing subjects and creating the content. We found that most Eastern learners made content with similar topics, while Western learners were interested in more varied topics. Second, Eastern and Western learners showed a difference in the way they developed the content. Eastern learners preferred a format that develops the story depending on its situational context, while Western learners preferred conveying a story that pivoted on factual information. Third, there was difference of accuracy and fluency in the communication situation. Eastern learners tried to speak accurately in communicating through the second language, while Western learners tried to speak fluently with an emphasis on interacton.

KCI등재

6외국인 학부생 대상 대학 글쓰기 과목의 교재 개발을 위한 기초 연구

저자 : 이유경 ( Yookyoung Lee ) , 박현진 ( Hyunjin Park ) , 이선영 ( Sunyoung Lee ) , 장미정 ( Mijung Jang ) , 노정은 ( Jungeun Noh ) , 류선숙 ( Seonsuk Ryu )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 27권 4호 발행 연도 : 2016 페이지 : pp. 155-188 (34 pages)

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The purpose of this study is to lay the foundation of college writing textbook development for foreign undergraduate students. For this, this paper investigated the position and goal of writing course for foreign undergraduate within Curriculum of Korean for academic purpose and based on this, presented the principle of textbook development. In this study, first, Curriculum of Korean for academic purpose were classified into the courses before college admission and the courses after college admission. And the courses after college admission were divided into Korean language course for culture and Korean language course for major. College writing course, along with common Korean course, and basic Korean language course, is included in Korean language course for culture. This is considered the fact that the essential goal of college writing course is to cultivate critical thinking, creativity, communication skills in academic discourse community, humanistic knowledge, etc. Next, it analyzed whether writing textbooks for foreign students correspond to the goal of college writing. As the results of analysis, it was found that the existing textbooks lacked in the goal of college writing course and the consideration of learners, and the content to cultivate critical thinking and the activities for expression ability are reflected disproportionately each other. Accordingly, in this study, on the basis of `subject textbooks will be used`, `users of textbooks` and `the goal of textbooks`, the principle of textbook development which can reflect proportionately both the essential nature of college writing course and the goal of textbooks of characteristics of foreign undergraduates, and improvement of critical comprehension and expression ability was proposed. (Korea University)

KCI등재

7학문 목적 한국어 학습자의 읽기-듣기-쓰기 요약 과제 수행 양상

저자 : 이인혜 ( Inhye Lee )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 27권 4호 발행 연도 : 2016 페이지 : pp. 189-217 (29 pages)

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The present study explores several aspects of KAP (Korean for Academic Purposes) learners` performance as exhibited in their writings in response to the integrated reading-listening-writing test task. The writings, together with interviews of 32 KAP students, were analysed to see how the functions of reading, listening, and writing are integrated and how they use source materials. The results showed that the integration process was recursive and that not only does the proficient group tend to use organizing, selecting, and connecting more efficiently but also they were able to pair up contents from different sources according to their relevance. Secondly, the proficient group tends to use “summary” and “paraphrase” to present the content of source information. However, the less proficient group used “declaration” and “quotation” much more than “summary” and “paraphrase”. In addition, most of the proficient group identified the sources of information as the Reading and Listening texts whereas the majority of less proficient group writers did not identify the source of information.

KCI등재

8고급 한국어 학습자를 위한 음운 규칙 교육용 과제 구성 방안 연구 -발음, 말하기, 듣기의 통합을 중심으로-

저자 : 장아남 ( Ya Nan Zhang )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 27권 4호 발행 연도 : 2016 페이지 : pp. 219-242 (24 pages)

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This paper is to design the pedagogical task of Korean phonological rules for Korean advanced learners. In General, The components of Korean pronunciation include segmentals, suprasegmentals, and phonological rules, so Korean pronunciation instruction needs to be dealt with at the three levels and across all stages of the Korean language learning. However, in comparison with researches on segmental instruction, attention to researches related to phonological rules instruction is paid less in the field of Korean pronunciation teaching. Besides, the activities presented in the research on teaching phonological rules are based on behaviourist notions of SLA, largely relying on imitation drills and reading aloud, so internalization of phonological rules is hardly expected. In order to help learners acquire phonological rules and use them automatically in oral communication, this paper highlight the necessity of integrating pronunciation into listening and speaking, which are characterized as reciprocally interdependent oral language processes. In addition, the accurate identification of the linguistic targets and the self-monitoring of oral production is of great importance equally to pronunciation learning. Based on these theoretical framework, the instructional objectives of phonological rules is set as general understanding of phonological rules, accurate perception of phonological rules, and the self-monitoring, self-correction of phonological rules. Finally, activities facilitating the acquisition of phonological rules and the pedagogical task are presented in detail.

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9학문 목적 한국어 말하기 능력 평가 도구 개발을 위한 요구 분석

저자 : 홍은실 ( Eunsil Hong ) , 박현정 ( Hyunjeong Park ) , 조수진 ( Sujin Cho ) , 민병곤 ( Byeonggon Min ) , 안현기 ( Hyunkee Ahn ) , 오예림 ( Yelim Oh ) , 강석한 ( Seokhan Kang )

발행기관 : 국제한국어교육학회 간행물 : 한국어 교육 27권 4호 발행 연도 : 2016 페이지 : pp. 243-268 (26 pages)

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The purpose of this study is to analyze the interested groups` needs for Korean speaking test for academic purposes. Two hundred twenty nine foreign university students who have studied in undergraduate and graduate schools, one hundred three professors who have taught foreign students, and forty one university institutional staff members whose work is related to foreign students have taken part in the survey. The direction for testing Korean speaking test for academic purposes and the considerations in developing Korean speaking test for academic purposes were investigated through the needs survey. The results indicate that Korean speaking test for the academic purposes should be adopted because the tests for the general purposes could not cover the academic ability for the foreign students. Also the criteria for the test are needed to be set up to mitigate the perception gap of interested groups` academic speaking proficiency. Futhermore, we reviewed various constructs beyond linguistic competence and considered test takers` background variables when we develop Korean speaking test for academic purposes.

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