It is difficult for teachers in EFL (English as foreign language) countries to teach pronunciation because delivering exact pronunciation of a target language is almost impossible and learning the language gets more difficult over the course of time, which is proposed in CPH (Critical Period Analysi...
It is difficult for teachers in EFL (English as foreign language) countries to teach pronunciation because delivering exact pronunciation of a target language is almost impossible and learning the language gets more difficult over the course of time, which is proposed in CPH (Critical Period Analysis). A recent tendency of teaching pronunciation is that the focus is moving away from making exact pronunciation into making meaningful and useful language in communication. Therefore, suprasegmental phonemes such as stress, intonation and rhythm are regarded as important in the recent education of pronunciation, not concentrating on analyzing and making exact pronunciation. The purpose of this study is to suggest an efficient method that brings the improvement of phonetic notation laying stress on suprasegmental phonemes. Present English textbooks only deal with each suprasegment divided into several items such as stress, intonation and pause, and do not deal with them in integration. Therefore, it is suggested that a new suprasegmental notation that applies musical notes in order to overcome such limits and understand better vision was created in the view that music and English have something in common in rhythmic aspect. This suprasegmental notation using musical notes was designed through a little remodeling of the common musical notes, and it is largely composed of three parts; note, accent and three staffs. A note is used to express an English syllable produced, an accent to express a stress in certain syllable or word and three staffs, which is modified from the five staffs in musical notes, to express a pitch that classifies voice by low, middle and high tone. The suprasegmental notation using musical notes has a variety of advantages. First, it can display integrated suprasegmental phonemes such as stress, intonation and rhythm when pronounced. Second, it can make concrete expression of pitch through the three staffs, which couldn't be done before. Third, it can be useful when the reconstruction of English pronunciation is made. Fourth, it can easily allow Korean people to correct their errors on the number of English syllables by using musical notes. Fifth, it can control the length of English pronunciation by using musical notes and mosso. Sixth, it can easily show pronunciation elements that are generated in conversation by expressing them in musical notes. In order to find the effect of this notation, an experiment was arranged with ten middle school students in the course of ten lessons. Ten students were divided into two groups. One was the experimental group and the other was the comparing group. The former was taught by using the notation with musical notes and the latter was taught by using the existing pronunciation notation in the textbooks. The tests implemented after they took the first and last lesson indicated that the fog icier and latter group didn't make a difference in stress but the former group had better improvement in intonation and rhythm. However, it cannot be concluded that this improvement was the only result from the notation with musical notes. We should perceive that the improvement of pronunciation could result from several factors, such as their experience of learning pronunciation and of musical activities and their interests towards English learning. Suggestions about the present education of English pronunciation are based on these conclusions. First, the education for suprasegmental phonemes should be enhanced in classes. Second, the easy and proper notation for suprasegments should be devised. Third, the new notation with musical notes can be useful in present classes. Fourth, the possible reconstruction of pronunciation should be dealt with in class. Fifth, the education of pronunciation should be implemented for the purpose of intelligibility.
It is difficult for teachers in EFL (English as foreign language) countries to teach pronunciation because delivering exact pronunciation of a target language is almost impossible and learning the language gets more difficult over the course of time, which is proposed in CPH (Critical Period Analysis). A recent tendency of teaching pronunciation is that the focus is moving away from making exact pronunciation into making meaningful and useful language in communication. Therefore, suprasegmental phonemes such as stress, intonation and rhythm are regarded as important in the recent education of pronunciation, not concentrating on analyzing and making exact pronunciation. The purpose of this study is to suggest an efficient method that brings the improvement of phonetic notation laying stress on suprasegmental phonemes. Present English textbooks only deal with each suprasegment divided into several items such as stress, intonation and pause, and do not deal with them in integration. Therefore, it is suggested that a new suprasegmental notation that applies musical notes in order to overcome such limits and understand better vision was created in the view that music and English have something in common in rhythmic aspect. This suprasegmental notation using musical notes was designed through a little remodeling of the common musical notes, and it is largely composed of three parts; note, accent and three staffs. A note is used to express an English syllable produced, an accent to express a stress in certain syllable or word and three staffs, which is modified from the five staffs in musical notes, to express a pitch that classifies voice by low, middle and high tone. The suprasegmental notation using musical notes has a variety of advantages. First, it can display integrated suprasegmental phonemes such as stress, intonation and rhythm when pronounced. Second, it can make concrete expression of pitch through the three staffs, which couldn't be done before. Third, it can be useful when the reconstruction of English pronunciation is made. Fourth, it can easily allow Korean people to correct their errors on the number of English syllables by using musical notes. Fifth, it can control the length of English pronunciation by using musical notes and mosso. Sixth, it can easily show pronunciation elements that are generated in conversation by expressing them in musical notes. In order to find the effect of this notation, an experiment was arranged with ten middle school students in the course of ten lessons. Ten students were divided into two groups. One was the experimental group and the other was the comparing group. The former was taught by using the notation with musical notes and the latter was taught by using the existing pronunciation notation in the textbooks. The tests implemented after they took the first and last lesson indicated that the fog icier and latter group didn't make a difference in stress but the former group had better improvement in intonation and rhythm. However, it cannot be concluded that this improvement was the only result from the notation with musical notes. We should perceive that the improvement of pronunciation could result from several factors, such as their experience of learning pronunciation and of musical activities and their interests towards English learning. Suggestions about the present education of English pronunciation are based on these conclusions. First, the education for suprasegmental phonemes should be enhanced in classes. Second, the easy and proper notation for suprasegments should be devised. Third, the new notation with musical notes can be useful in present classes. Fourth, the possible reconstruction of pronunciation should be dealt with in class. Fifth, the education of pronunciation should be implemented for the purpose of intelligibility.
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