The purpose of the current study is to analyze the pronunciation drill sections of five middle school English textbooks based on the 7th National Curriculum. For this purpose, the present study mainly focuses on the matter of whether they are composed of appropriate practice examples for Korean stud...
The purpose of the current study is to analyze the pronunciation drill sections of five middle school English textbooks based on the 7th National Curriculum. For this purpose, the present study mainly focuses on the matter of whether they are composed of appropriate practice examples for Korean students in terms of “mother tongue (Korean) interference.” With regard to the mother tongue interference, the current study is based on the following assumptions: Koreans have troubles in pronouncing the phonemes that Korean doesn't have such as /f, v, ?, ð, z, ?, ?, ?/, and they do not know the differences between /i, ?/, /e, ?/, /u, u/, /o, ?/. Also, unaccustomed to stress-timed rhythms of English, Koreans follow their rules of syllable-timed rhythms when they speak and read. In addition, they insert the vowels /i, ?/ into the consonant clusters or after word-final consonants because of the interference of the default Korean syllable structures. They also pronounce English incorrectly following Korean phonological rules. The results of this study are summarized as follows: First, for consonants and vowels, textbooks carry separate words with which not dialogue based or spontaneous but mechanical drills are possible. Second, drills of the stress mostly are given in separate word stress patterns without appropriate contexts. For intonation drills, various sentence patterns are employed, but example sentences are not related to real life situations. For the rhythm practice, only one textbook exemplify the English rhythms but the other four textbooks do not. Third, all the textbooks have the examples of consonant clusters, between which Korean students are likely to insert the default vowels /i, ?/. However, these examples cannot be enough practice materials to have Korean students be free of the default vowel insertion problem. Finally, three out of the five analysed textbooks carry phrases which can be used to practice in avoiding the errors caused by the direct application of Korean phonological rules to English phrases of sentences. Based on these results, I suggest that a sufficient amount of pronunciation practice materials (e. g., words, phrases or sentences) should be provided in an orderly way in the textbooks. Also, English textbooks should present more sentences related to the everyday life for students to acquire natural English pronunciation. Furthermore, the textbooks should be abundant with various meaningful and motivational activities to make the students improve their communicative abilities.
The purpose of the current study is to analyze the pronunciation drill sections of five middle school English textbooks based on the 7th National Curriculum. For this purpose, the present study mainly focuses on the matter of whether they are composed of appropriate practice examples for Korean students in terms of “mother tongue (Korean) interference.” With regard to the mother tongue interference, the current study is based on the following assumptions: Koreans have troubles in pronouncing the phonemes that Korean doesn't have such as /f, v, ?, ð, z, ?, ?, ?/, and they do not know the differences between /i, ?/, /e, ?/, /u, u/, /o, ?/. Also, unaccustomed to stress-timed rhythms of English, Koreans follow their rules of syllable-timed rhythms when they speak and read. In addition, they insert the vowels /i, ?/ into the consonant clusters or after word-final consonants because of the interference of the default Korean syllable structures. They also pronounce English incorrectly following Korean phonological rules. The results of this study are summarized as follows: First, for consonants and vowels, textbooks carry separate words with which not dialogue based or spontaneous but mechanical drills are possible. Second, drills of the stress mostly are given in separate word stress patterns without appropriate contexts. For intonation drills, various sentence patterns are employed, but example sentences are not related to real life situations. For the rhythm practice, only one textbook exemplify the English rhythms but the other four textbooks do not. Third, all the textbooks have the examples of consonant clusters, between which Korean students are likely to insert the default vowels /i, ?/. However, these examples cannot be enough practice materials to have Korean students be free of the default vowel insertion problem. Finally, three out of the five analysed textbooks carry phrases which can be used to practice in avoiding the errors caused by the direct application of Korean phonological rules to English phrases of sentences. Based on these results, I suggest that a sufficient amount of pronunciation practice materials (e. g., words, phrases or sentences) should be provided in an orderly way in the textbooks. Also, English textbooks should present more sentences related to the everyday life for students to acquire natural English pronunciation. Furthermore, the textbooks should be abundant with various meaningful and motivational activities to make the students improve their communicative abilities.
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#모국어 간섭현상 영어 교과서 발음
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