This thesis contrasts Korean vowels, consonants, suprasegmentals and phonological phenomena with those of English to find out the ways for English speakers to learn accurate Korean pronunciation. On the basis of contrastive analysis, this suggests effective teaching methods following learning points. There are three difficulties in learning Korean monophthongs. First, English speakers have a difficulty in learning /ㅡ(ł)/, /ㅟ(y)/ and /ㅚ(ø)/ because English vowel system doesn't contain these phonemes. They must learn each manner and place of articulation of these new phonemes. They may use English variant [ł] in learning /ㅡ/. Second, the places of articulation of all the Korean vowels are a little different from those of English though they seem to be similar . Therefore English Korean learners must learn accurate places of articulation. They may fix the place of tongue by practicing Korean vowels between English tense-lax minimal pairs. This method ...
This thesis contrasts Korean vowels, consonants, suprasegmentals and phonological phenomena with those of English to find out the ways for English speakers to learn accurate Korean pronunciation. On the basis of contrastive analysis, this suggests effective teaching methods following learning points. There are three difficulties in learning Korean monophthongs. First, English speakers have a difficulty in learning /ㅡ(ł)/, /ㅟ(y)/ and /ㅚ(ø)/ because English vowel system doesn't contain these phonemes. They must learn each manner and place of articulation of these new phonemes. They may use English variant [ł] in learning /ㅡ/. Second, the places of articulation of all the Korean vowels are a little different from those of English though they seem to be similar . Therefore English Korean learners must learn accurate places of articulation. They may fix the place of tongue by practicing Korean vowels between English tense-lax minimal pairs. This method is useful because learners can learn accurate places by paying attention to the gradual change for themselves. Third, there are some cases that the environments of articulation are different. English Korean learners must not pronounce /ㅗ(o)/ as /ou/ like English /o/. They must pronounce a monophthong twice when they see the successive same monophthongs. Usually successive same monophthongs are one long vowel in English. But in Korean they are two syllables. There are three difficulties in learning Korean diphthongs though English learners can use ‘semivowel + vowel’ in English. The first one is /ㅢ(ij)/ that doesn't exist in English. Moreover it is pronounced as /ㅣ(i)/ when it shows after a consonant in the first syllable and as /ㅣ(i)/ or /ㅔ(e)/ when it is in the second and the following syllables or it is a postpositional word ‘-의’. Second, English Korean Learners must pronounce a Korean diphthong more tightly than English ‘nonsyllabic + syllabic nucleus’ so that those sound like a one sound not two. And all the diphthongs except /ㅢ/ are rising diphthongs. Third, /아이, 아우, 오이, 에이, 오우(ai, au, oi, ei, ou)/ are not diphthongs in Korean. These five sounds are similar to English diphthongs. But each of them is two monophthongs and naturally it makes two syllables. English variants can be used to learn Korean consonants. Devoiced voiced consonant in word initial, aspirated voiceless plosives in word initial and voiceless plosives after ‘s-’ can be used to learn how to differentiate lenis, fortis, and aspirated sounds. Phonological phenomena that English Korean learners have to learn are largely classified into two. First, English Korean learners have a need to learn the peculiar Korean phonological phenomena like neutralization, aspiration, lateralization and ㄴ-intrusion. Second, Nasalization, palatalization, fortisification(to make a fortis sound), ellipsis and consonant cluster simplification are phenomena that realized aspects are different from those of English.
This thesis contrasts Korean vowels, consonants, suprasegmentals and phonological phenomena with those of English to find out the ways for English speakers to learn accurate Korean pronunciation. On the basis of contrastive analysis, this suggests effective teaching methods following learning points. There are three difficulties in learning Korean monophthongs. First, English speakers have a difficulty in learning /ㅡ(ł)/, /ㅟ(y)/ and /ㅚ(ø)/ because English vowel system doesn't contain these phonemes. They must learn each manner and place of articulation of these new phonemes. They may use English variant [ł] in learning /ㅡ/. Second, the places of articulation of all the Korean vowels are a little different from those of English though they seem to be similar . Therefore English Korean learners must learn accurate places of articulation. They may fix the place of tongue by practicing Korean vowels between English tense-lax minimal pairs. This method is useful because learners can learn accurate places by paying attention to the gradual change for themselves. Third, there are some cases that the environments of articulation are different. English Korean learners must not pronounce /ㅗ(o)/ as /ou/ like English /o/. They must pronounce a monophthong twice when they see the successive same monophthongs. Usually successive same monophthongs are one long vowel in English. But in Korean they are two syllables. There are three difficulties in learning Korean diphthongs though English learners can use ‘semivowel + vowel’ in English. The first one is /ㅢ(ij)/ that doesn't exist in English. Moreover it is pronounced as /ㅣ(i)/ when it shows after a consonant in the first syllable and as /ㅣ(i)/ or /ㅔ(e)/ when it is in the second and the following syllables or it is a postpositional word ‘-의’. Second, English Korean Learners must pronounce a Korean diphthong more tightly than English ‘nonsyllabic + syllabic nucleus’ so that those sound like a one sound not two. And all the diphthongs except /ㅢ/ are rising diphthongs. Third, /아이, 아우, 오이, 에이, 오우(ai, au, oi, ei, ou)/ are not diphthongs in Korean. These five sounds are similar to English diphthongs. But each of them is two monophthongs and naturally it makes two syllables. English variants can be used to learn Korean consonants. Devoiced voiced consonant in word initial, aspirated voiceless plosives in word initial and voiceless plosives after ‘s-’ can be used to learn how to differentiate lenis, fortis, and aspirated sounds. Phonological phenomena that English Korean learners have to learn are largely classified into two. First, English Korean learners have a need to learn the peculiar Korean phonological phenomena like neutralization, aspiration, lateralization and ㄴ-intrusion. Second, Nasalization, palatalization, fortisification(to make a fortis sound), ellipsis and consonant cluster simplification are phenomena that realized aspects are different from those of English.
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