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L2 습득이론에 따른 영어 마찰음에 대한 한국 어린이 영어 학습자의 인지 능력
임영신 ( Youngshin Lim ),장우혁 ( Wooheok Chang ) 대한언어학회 2019 언어학 Vol.27 No.1
In this study, we investigate how L2 acquisition theories can successfully account for the relative difficulties in the perception of English fricatives by Korean young learners. Regarding the acquisition of L2 phonemes, the previous studies can be divided into two main approaches: (1) phoneme-based analysis which is mainly concerned with Loanword Phonology and Perceptual Assimilation Model vs. (2) feature-based analysis. Noticing that these analyses make different predictions on the acquisition of L2 sounds, we conducted AX discrimination task and 4I-oddity task to find which types of English fricatives (voicing, place, and manner of articulation) Korean young learners have difficulties in perceiving. 30 Korean elementary school students participated in the tasks and 27 minimal pairs including word-initial English fricatives were employed. Crucial to the analysis of the experimental results is that with one particular L2 acquisition theory it is impossible to explain why Korean learners can or cannot perceive English fricatives distinctively. That is, Korean young learners’ perceptibility of English fricatives is attributed to both phonemic differences and feature differences between L1 and L2. Furthermore, in some cases, the fact that Korean young learners fail to discriminate certain pairs of English fricatives should be better accounted for by considering phonetic characteristics of L1 and L2 fricatives.
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The Production of English Voiceless Sibilants /s/ and /ʃ/ by Young Korean Children
이경희,이신숙,초미희 한국언어학회 2012 언어 Vol.37 No.1
This study explored the acquisition of English voiceless sibilants /s/ and /ʃ/ by young Korean children by conducting production experiments. For this purpose, 30 male and 23 female Korean children aged 3 to 6 years produced 32 English nonce words either beginning or ending with /s/ and /ʃ/ in two vowel contexts /i/ and /u/. The results showed that English /ʃ/ showed early acquisition relative to English /s/ across all the age groups, similar to the results obtained by Smit et al. (1990) for English children. There was an age effect in that the difference in mean accuracy between 3-year olds and 6-year olds was statistically significant even though there was no gender effect. Further, there was a partial positional effect as Korean children's production of English /s/ was poor in onset compared to coda but their production of /ʃ/ was much better in onset than in coda. Although there was no effect of adjacent vowels, the children's production of the target sound /s/ showed the lowest percentage correct in the context of the vowel /i/. Importantly, the results were partly attributed to the effects of Korean s-palatalization and coarticulations between the target sounds and neighboring vowels on the basis of the children's error patterns. Implications for the acquisition of English voiceless sibilants by young Korean children were also drawn.
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Production of English Liquids by Young Korean EFL Learners Based on Prator’s Hierarchy
Lim Youngshin 한국문화융합학회 2021 문화와 융합 Vol.43 No.11
본 연구의 목적은 어린 한국인 영어 학습자가 다양한 구조에 있는 영어 유음인 /r/과 /l/을 발화할 때 나타나는 양상을 Prator의 난이도 위계 모델에 기반하여 살펴보는 것이다. 이를 위해 12명의 어린 한국인 화자(6학년 학생인 남학생 4명과 여학생 8명)가 발화실험에 참여하였으며, 12개의 실험목록은 3개의 다른 구조(단일 유음, 유음이 있는 자음군, 한 단어 내의 다수의 유음)를 각각 4개의 다른 실험 토큰으로 구성하여 사용되었다. 발화실험연구 결과는 다음과 같다. 첫째, 통계적 분석 결과에서 성별에 따른 유의한 차이가 나타나지 않았으나, 다양한 구조에 의한 유음 발화의 오류분석에서는 유의한 차이가 관측되었다. 둘째, 구조에 따른 유음 발화의 오류분석에서 두성별 그룹에서 모두 자음군이 있는 유음에 대한 발화가 다른 구조보다 더 정확하게 실현되었으나 단어 내의 유음의 수가 다수인 경우 두 그룹의 발화 정확도가 모두 낮게 나타났다. 또한, 두 그룹 모두 영어 유음을 발화할 때가장 많이 나타난 오류의 양상은 한국어 유음으로 대체하는 것으로 나타났으며, 몇몇 여성 화자들의 발화에서는영어의 유음(/r/과 /l/)이 역으로 발화되는 양상도 관측되었다. 이러한 발화실험 결과에 기반하여, 어린 한국인 학습자의 발음 교육을 위해 교육적 제언이 제시되었다. The primary goal of this study is to examine how young Korean EFL learners produce Englishliquids /r/ and /l/ depending on different structure types. In order to obtain inter-lingual insights,Prator’s hierarchy model is employed. For this study, twelve young Korean speakers (four malesand eight females in the sixth grade) participate in the production test. Twelve test items inthree types of structure (i.e., singleton liquid, cluster liquid, and multi-liquids) are used for thestudy. The findings of the study are as follows: First, in statistical analysis, no significant maineffect of gender is reported, while there is significant interaction among the different types ofstructures of liquids on the correct pronunciation of English liquids. Second, both genders’ productionin cluster structure outperforms the other types, whereas poor performance is detected inmulti-liquid structures. The most frequent error type in English liquids produced by both gendersis replaced with Korean liquids, while some female participants use English liquid reversely. Based on the result of the study, some pedagogical implication is suggested for young Koreanlearners’ English pronunciation learning.
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Developing Task-based English Speaking Materials for Kindergartners Based on the Nuri Curriculum
( Heejung Lee ),( Hae Ok Park ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.4
This study explored the whole process of developing task-based English speaking materials based on the Nuri Curriculum which is Korea`s national curriculum for kindergartners. The project was composed of four stages; needs analysis, developing a first draft, piloting in classrooms, and developing a final draft. As the first stage of developing materials, a needs analysis was conducted to the possible stakeholders such as kindergarten English teachers and parents by using four research methods: questionnaires, semi structured interviews, an evaluation of materials, and classroom observations. The results showed that teachers and parents have positive opinions about the effectiveness of task-based instruction in integration with the Nuri Curriculum; however, the results from the evaluation of published materials showed that most of the current English kindergarten programs or materials did not provide speaking tasks which can encourage learners to use the language in meaningful contexts. The first draft, therefore, was developed based on the needs of the stakeholders and piloted in the classrooms with real students. Grounded on the feedback from the piloting, the final draft was developed. As further studies, developing teacher training programs and teacher`s guide books for task-based language teaching were suggested for an active implementation of English speaking tasks using the Nuri Curriculum.
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