태국인 한국어 학습자의 발음 교육 방안 연구 : 난이도 위계와 습득 순서를 중심으로 = A Study on the Korean Pronunciation Education Method for Thai Learners

다국어 초록 (Multilingual Abstract)

The purpose of this study is to set the order of Education Korean pronunciation for Thai learners. It also aims to reveal the order in which Thai learners learn Korean pronunciation. It also provides useful information on the aspects of Korean pronunciation errors so that effective pronunciation teaching and learning can be done when teaching Korean pronunciation.
To accomplish this purpose, in Chapter I, raised the purpose and necessity of the research and explained the research method. The research flow was identified through prior research review, and the complementary points were identified to raise the issue. In addition, today's Korean language education goal, 'understandable pronunciation', the research scope was limited and the research method.
In Chapter 2, the Korean and Thai pronunciation systems were contrasted and analyzed, and the difficulty level was set according to the difficulty hierarchy hypothesis. The difficulty hierarchy was established to predict the difficulty of Korean pronunciation of Thai learners, and to establish the basis for analysis of chapters 3 and 4. The most significant difference in the results of the contrastive
analysis are lax consonant, final consonant /ㄹ/, double vowel among the consonant /ㄹ/ and connected speech, nasalization and lateralization among the phonological variation.
In Chapter 3, the survey identified Thai learners' awareness of difficulty in Korean pronunciation and the order of acquisition through recording and listening experiments. According to the survey, Thai learners found the Korean pronunciation area difficult in the order of accents > phonological phenomena > stress > consonants > vowels. Difficulty awareness continued even in terms of the learning period. The recognition results revealed the order of acquisition as some different parts of the difficulty hierarchy existed. the order of acquisition was confirmed by recording the pronunciation of Thai Korean learners, analyzing them based on their understanding, and conducting an implicit evaluation. Except initial consonants /ㄱ, ㅆ, ㅉ, ㅋ/ and longitudinal consonants /ㄷ, ㄹ/, vowels /ㅢ/, the order of difficulty hierarchy, difficulty recognition, and acquisition are closely related.
In Chapter 4, based on the results in Chapter 2, 3, presents the order of Korean pronunciation teaching and learning for Thai learners. Based on the learner's subjective perception and order of acquisition, the ease of learning was reviewed, the ease of teaching was verified by the difficulty hierarchy, and the order of teaching and learning was designed. Considering the area of pronunciation that should be preceded, the area of the stuck pronunciation was arranged in a spiral structure.
This study analyzed the Korean pronunciation characteristics of Thai learners such as pronunciation system, acquisition, and aspect as materials for pronunciation education for increasing learners in Thailand. The purpose was to improve the efficiency of pronunciation education by revealing the areas of pronunciation, the order of learning, and the difficulty of learning, and analyzing the causes, which are the subjects of learning and learning, and reducing the time and effort required to acquire pronunciation.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 선행 연구 3
• 1.3. 연구 대상과 방법 9
• 2. 태국인 학습자의 한국어 발음 교육 난이도 위계 설정 12
• 2.1. 난이도 위계 가설 12
• 2.2. 자모음 난이도 위계 14
• 2.2.1. 모음 대조 14
• 2.2.2. 자음 대조 16
• 2.2.3. 자모음 난이도 위계 18
• 2.3. 음운규칙 난이도 위계 20
• 2.3.1. 음절구조 대조 20
• 2.3.2. 음운규칙 대조 22
• 2.3.3. 음운규칙 난이도 위계 29
• 2.4. 교육이 필요한 발음의 난이도 위계 30
• 3. 태국인 학습자의 한국어 발음 인식 및 습득 순서 33
• 3.1. 한국어 발음에 관한 인식 33
• 3.1.1. 조사 방법 및 대상 33
• 3.1.2. 영역별 인식 36
• 3.1.3. 자모음에 관한 인식 38
• 3.2. 한국어 발음 습득 순서 50
• 3.2.1. 실험 방법 및 대상 50
• 3.2.2. 자음 습득 순서 53
• 3.2.3. 모음 습득 순서 57
• 3.2.4. 음운규칙 습득 순서 59
• 3.3. 학습자의 발음 인식과 습득 순서 61
• 4. 태국인 학습자를 위한 한국어 발음의 교육 방안 65
• 4.1. 한국어 발음 교육 순서 제시 기준 65
• 4.2. 자모음의 교육 방안 67
• 4.2.1. 모음의 경우 68
• 4.2.2. 자음의 경우 69
• 4.3. 음운규칙의 교육 방안 72
• 4.3.1. 음운규칙의 제시 순서 72
• 4.3.2. 음운규칙의 교육 단계 73
• 4.4. 한국어 발음의 교육 순서와 단계 75
• 5. 결론 79
• 참고문헌 82
• 부록 1. 태국인 학습자의 발음 난이도 인식 설문조사 87
• 부록 2. 발음 진단지 91
• 부록 3. 발음 난이도 인식 설문조사 통계 분석 92
• Abstract 96