중국인 학습자의 한국어 파열음 습득 연구

Abstract

본 연구는 중국인 한국어 학습자를 대상으로 하여, 중국인 학습자들이 한국어와 중국어의 파열음을 어느 정도 유사하다고 인식하고 있는지 학습자들이 가지고 있는 양 언어의 인식적 유사성 정도를 밝히고, 학습 단계 별로 중국인 학습자들의 파열음 산출에는 어떠한 차이가 있는지, 그리고 앞서 밝힌 인식적 유사성 정도가 한국어 파열음 습득에 어떠한 영향을 미치는지, 더 나아가 인식적 유사성의 정도에 따라 학습자들의 한국어 수준과 한국어 파열음의 습득이 어떠한 관계에 있는지에 대해 조사하는 것을 연구의 목적으로 삼았다. 이를 위해 제1장, 서론에서는 연구의 필요성을 밝히고, 이전에 이루어졌던 선행 연구들을 살펴본 후, 그 다음으로 본 연구의 성립을 위한 이론적 배경을 제시하였다. 제2장에서는 실제로 한국어와 중국어의 파열음 음소를 세부적으로 대조하였으며, 나아가 그들의 공통점과 차이점을 정리하여 중국인 학습자들이 범하는 발음 오류에 대한 기초적인 근거를 제시하였다. 제3장에서는 먼저, 인식적 유사성 정도를 밝히기 위하여, 한국어 학습 기간 및 수준별 중국인 학습자 30명을 대상으로 이들이 한국어의 개별 분절음을 듣고 어떻게 인식하는지 실험을 통해 알아보았다. 그 다음으로 해당 실험 결과를 토대로 인식적 유사성의 정도가 높은 파열음과, 유사성의 정도가 낮은 파열음으로 나눈 후, 이후 진행된 산출 실험 결과를 분석할 기준을 마련하였으며, 이를 통해 제2언어의 학습 수준이 파열음 인식에는 어떠한 영향이 있는지 살펴보았다. 다음 산출 실험은 중국인 학습자 30명이 개별 분절음을 듣고 유사성 정도를 인식하는 것에 따라 한국어 산출이 어떻게 나타나는지 살펴보는 형태로 진행되었으며, 그 다음으로 한국어 학습 수준이 한국어 파열음 습득과 어떠한 관계를 가지고 있는지 분석하는 순으로 이루어 졌다. 실험음석학적 실험 방법에 대해, 파열음의 측정 방법과 실험대상자, 실험 자료, 실험 절차를 제시하고 성대진동시작시간(VOT), 후행 모음 시작점의 피치(Pitch), 폐쇄지속시간(CD)을 측정하고 한국모어 화자와 대조하여 측정 결과를 분석하여 한국어 학습 중인 중국인 학습자들에게서 나타나는 발음 오류의 원인을 찾아내고자 하였으며, 실험을 통하여 실험음성학적 실험결과와 예측이 일치한지 검증하고 결과를 구체적으로 분석하였다. 또한 이후, 중국인 학습자가 파열음을 발음할 때 나타난 오류에 대해서 논의하였다. 제4장에서는 파열음 인식, 산출, 실험음성학적 세 실험의 결과를 바탕으로 중국인 학습자의 한국어 파열음 습득할 때 나타나는 음성 습득 양상에 대한 분석이 이루어 졌으며. 한국어 학습 수준에 따라 학습자의 음성 습득에 미치는 영향을 살펴볼 것이다. 마지막 5장에서는 본 연구의 결론 및 제한점을 제시하였다. ;Pronunciation is one of the most important skills for language learners. There are many important reasons that all students need to focus on correct form and pronunciation. In the past decades, the number of Chinese students who want to study Korean as a foreign language has been increased. This study examines the acquisition pattern of Korean plosive sounds by Chinese Learners with different learning levels, and it will provide with the learning outcomes as well. At the beginning, most of the common results from previous researches were focused on English and Japanese learners. Recently, there is an increasing emphasis on the researches of Chinese learners pronunciation in Korean language, while most of the researches are based on basic theory and system comparison. According to my observations from Chinese Learners pronunciation, they have a lot of commit errors when they pronounce Korean plosives. Through an intensive study and phonological comparison among Chinese and Korean consonants, it proved that there were a great number of problems in their acquisition pattern when Chinese learners study Korean plosives. Therefore, analyzing the data of their plosive sounds, studying on this issue and proposing solutions have great practical significance. In the first chapter, it will introduce about Korean plosive and review previous studies. In the second chapter, in order to find error estimates for Chinese learners, it will present Korean and Chinese consonants separately, and then compare and contrast these two types of consonants. After that, it will discuss about the methodology used in this dissertation. In order to find out proficient Korean pronunciation teaching methods for Chinese learners, we also consider mistakes made by Chinese learners and the reasons why they made them. There were three tests performed in the same condition in this study to find out the main mistakes causes in chapter three. To investigate, the first experiment was a investigation about cognitive level of students with learning difficulties in Korean plosives. Flege’ Speech Learning Model(SLM) can be a theoretical base, and at the same time, according to the 6 stages of Hierarchical difficulty setting by Prator(1976) theory, Chinese learners’ pronunciation of Korean language can be clarified into different stages. The second experiment was speaking and listening test. We will do the experiment twice in order to verify the result. When pronouncing the Korean plosives, Chinese learners present actually through the recording and listening experiment whether any kind of errors or aspect can be shown or not. The speaking and listening test made 9 Korean plosive phonemes into 9 sentences. The experiment was performed among 30 under graduate students who studied Korean language. According to their study situation, they were divided into three parts, elementary, intermediate and advanced level. In the listening experiment, we will invite 6 Korean educational experts to listen to the recordings of the 30 Chinese students. Then, experts can score these 30 students’ pronunciation, and give each student a mark from 0 to 5. When pronouncing the Korean plosive sounds, mistakes have been shown up through these two experiments. Those mistakes will be analyzed into 2 sides. First of all, it is important to set up the Korean plosive allophonic hierarchical difficulty, and then compare and analyze the actual pronunciation of the test. In chapter 2, it checked whether the result came out according to the hierarchical difficulty setting or not. Therefore, it was set up final Korean plosive allophonic hierarchical difficulty. In other words, the actual state of the errors and the causes of the errors should be considered together. The third experiment was acoustic phonetics test. The test is using ‘PRAAT’ program to measure the difference between Korean native speakers and Chinese learners. This research analyzes voice outputs which were represented by 10 learners from each study level respectively. The voice data will be compared with the voice output data which were pronounced by Korean native speakers. The additional research findings from the current study are as follows: as we known, the pronunciation between Chinese and Korean is quite different, Chinese can be divided into aspirated sound and unaspirated sound, while Korean are split into lax consonants, fortis, aspirated consonants. Chinese learners should discriminate between aspirated sound, unaspirated sound, lax consonants, fortis, and aspirated consonants. In other words, there are some similar sounds like fortis and aspirated consonants in Chinese, so it is difficult for Chinese learners to point out the difference. However, for lax consonants, there is no corresponding consonants in Chinese, so it is more obscure for Chinese learners to study Korean. According to the production analysis, elementary Chinese learners had improved accuracy in pronunciations of aspirated consonants rather than lax consonants and fortis, and intermediate learners revealed more accuracy in pronunciations of fortis and aspirated consonants instead of lax consonants. For the advanced learners, lax consonants pronunciation was more accurate than fortis and aspirated consonants in word-initial positions, but aspirated consonants was more accurate than lax consonants and fortis in word-medial positions. In the forth chapter, the effective teaching method about the errors of acquisition pattern of Korean plosive sounds shown up in the second degree of hierarchical difficulty and the phonological changes according to the results of pronunciation was presented. The last chapter is conclusion. The research mainly focused on acquisition pattern of Korean plosive sounds by Chinese Learners. In this study, though many Chinese learners have learned Korean for a long time, they still could not speak Korean as well as Korean native speakers due to some pronunciation errors. Compared with the Korean native speakers, the research also illustrated the reasons why the Chinese learners made pronunciation errors in a certain way. Therefore, how to correct Chinese learners’ pronunciation is an important task in pronunciation teaching. To some extent it can be applied to Chinese learners’ pronunciation teaching.