국제어로서의 영어발음교육에 관한 연구 = A Study of Pronunciation Teaching for English as an International Language
저자
발행사항
춘천 : 강원대학교 교육대학원, 2007
학위논문사항
학위논문(석사)-- 강원대학교 교육대학원 : 영어교육전공 2007. 2
발행연도
2007
작성언어
한국어
주제어
KDC
374
DDC
375
발행국(도시)
강원특별자치도
기타서명
A Study of Pronunciation Teaching for English as an International Language
형태사항
83 p. ; 26cm
일반주기명
지도교수:박세현
소장기관
English education has been given a tremendous amount of national attention in Korea, and especially pronunciation has been considered the most essential factor of English education as student's English competence is generally evaluated according to the accuracy of his or her pronunciation. Contrary to the national trend, however, few surveys or studies have been conducted with regard to what the purpose of pronunciation teaching should be, what level of standard to set up and which variation of English to follow as an ideal pronunciation model and so on.
On the assumption that English is not so much a language of specific region or people as a language of the people all over the world, that is, an international language, Lingua Franca, this thesis compares core components of LFC Model Proposed by Jennifer Jenkins with pronunciation errors of Korean learners classified by other researchers. Through the process, this paper tries to find out what Korean learners' pronunciation errors really are to correct and what are just regional variations which have no impact on intelligibility in EFL situation eventually to suggest more effective and realistic way of pronunciation teaching.
In suprasegmental sectors, far fewer errors could be found in Korean learners' pronunciation than claimed so far. According to LFC Model, Koreans' unique English rhythm and intonation(in specific, pitch movement) are not errors at all but part of L2 variations which can be justified in EIL perspective. But EIL definitely demands us to pay more attention to the optimal teaching of core stress and tone unit as they are very significant to successful communication.
In segmental sectors, much more errors in consonants were proved to be really serious ones to be corrected than in vowels. It's because LFC theory concedes that there are so great a number of vowels in English that it is almost impossible to describe them in detail one by one and to tell what is right, what is wrong. LFC theory insists that there is no real difference between tense vowels and lax ones and weak forms have little influence on mutual intelligibility, and they are, in fact, too difficult to acquire, with the chance of their teachability and learnability being deprived of. LFC simply claims that the length of vowels can change the meaning of words while the quality or character of vowels can't.
Concerned about consonants, LFC asserts that English users don't have to pronounce aspirated sounds as non-aspirated ones like L1 speakers do though they are located after 's' or before non-stressed vowels. It is likely that much more critical problems can occur when one intentionally pronounce aspirated sounds as non-aspirated ones than vice versa, it says. LFC doesn't think highly of the common contention that Koreans tend to pronounce voiced stop sounds at word-initial positions as voiceless ones insisting those Korean speakers' pronunciations should be looked upon as L2 variations rather than as critical errors. LFC excludes from its core some more consonants which L1 speakers usually use; interdental fricatives, /ð/ and /θ/, dark /l/ and syllabic /l/ while including all other consonants. This suggests that Korean speakers should master how to pronounce consonants correctly even in EIL condition as well as in EFL condition as it is.
last, about the pronunciation of consonant clusters, LFC uses the term of syllable simplification and divides it into two categories; addition and deletion. And it claims that deletion can trigger a more critical obstacle over communication than addition. Korean speakers are said to put unnecessary vowels into consonant clusters to make the pronunciation of them easier like when they speak in their mother tongue and this phenomenon has been regarded as a serious pronunciation error. But LFC verifies that we don't have to worry about it too much and need to think about which vowels can have the least negative effect on intelligibility in EIL setting to suggest them to Korean English learners.
In conclusion, this research proposes that we deal with English pronunciation teaching based on a new paradigm, which means the education of English as an international language, Lingua Franca of the time, for the upcoming age of globalization. We are living in the world in which English is even called 'Globish'. So we may find out more effective and desirable way of teaching English pronunciation through sieving out what can be considered non-core factors not to waste more energy and effort anymore.
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