한국어 듣기 교육 자료의 음운론적 측면에서의구어성 연구: 준말을 중심으로

권성미 ( Kwon Sung Mi ) 한국현대언어학회 2015 언어연구 Vol.30 No.4

The study attempts to investigate the reduced forms as the phonological features of the orality of spoken Korean in Korean as a Second Language teaching materials for listening. 103,333 words of Sejong Corpus are utilized for the data for the spoken language of Korean native speakers, and 19,830 words of listening texts of 16 KSL textbooks are used for the data for KSL teaching materials. The presentation of the reduced forms in the two data is turned out to be varied in accordance with the types of the reduced forms. First, the reduced forms formulated within a word display a low frequency compared to their counterparts, the full forms. Second, in the case of the reduced forms formulated with indeclinable part of speech, cheeon and other items, the reduced forms consisted of pronouns+particle frequently are presented. Those with dependent nouns+particles, however, present a similar frequency as their counterparts, and those with particle+particle and noun+particle display a low frequency. Third, in the case of the words with conjugated endings, yongeon+endings, the reduced forms are predominantly used. (Pukyong National University)

한국어 3중 대립 파열음의 발성 유형의 변화를 고려한 발음 교육 방안 모색

권성미 ( Kwon Sung-mi ) 한국문학언어학회(구 경북어문학회) 2018 어문론총 Vol.76 No.-

본 연구의 목적은 한국어 파열음 체계의 발성 유형의 변화 양상을 조사하고, 한국어 교사 교육 자료와 학습자 교육 자료 조사를 바탕으로 발성 유형에 따른 파열음 유형 교육 현황을 분석하고, 분석 결과를 바탕으로 교수 지역과 교수자의 언어 배경을 고려한 한국어 파열음 교육 방안을 제시하는 것이다. 연구 결과는 다음과 같다. 먼저 파열음 체계의 발성 유형의 변화 양상을 관찰한 결과, 전통형이 주로 사용되는 지역과 혁신형이 주로 사용되는 지역, 전통형과 혁신형의 중간 형태가 사용되거나 전통형과 혁신형이 혼재하는 지역, 총 세 가지 유형의 지역이 공존하고 있는 것으로 조사되었다. 둘째, 교육 자료 분석을 통해 3중 대립 파열음에 대한 교육 현황을 살펴본 결과, 교사 교육 자료의 경우, 어학적 측면에서나 교육 방안 제시 측면에서나 평음과 격음을 기의 유무나, 기의 정도 차이로 설명하는 것으로 조사되었다. 학습자 교육 자료의 경우, 평음과 경음 간 변별 능력 학습에 주의를 기울이는 자료는 있는 데 반해, 평음과 격음 간 변별 능력 학습에 별도의 주의를 기울이는 자료는 관찰되지 않았다. 이러한 분석 결과를 바탕으로 본고는 변화하고 있는 파열음 체계를 교수하는 데에 현재의 교육방안아 가지는 한계를 기술하고, 그 한계를 보완할 수 있는 교육 방안을 제시하였다. The purposes of this study are to investigate the changing patterns of phonation types of Korean plosives, to analyze current aspects of teaching plosives based on an analysis of materials both for Korean teachers and for Korean learners, and to suggest a teaching method for Korean plosives considering the language background of teachers and teaching regions. As a result of observing the changing patterns of phonation types of the plosive system, three types of status were found: a region where the innovational type is mainly used, a region where the traditional type is mainly used, and areas where a medium form is used or traditional and innovational types coexist. Based on an analysis of teaching materials, teaching materials for teachers seem to explain the difference between lenis and aspirated with the presence or absence of aspiration or the level of aspiration discussed both theoretically and practically. Teaching materials for learners, on the other hand, seem to focus on building an ability to discriminate between lenis and tense, but no additional attention is paid to discrimination between lenis and aspirated. Based on the results of the analysis, the study finally presents two types of teaching methods for lenis, which change in consideration of the present distribution of traditional and innovational types and the language backgrounds of teachers.

논문 : L2 음성 습득에 유사성이 미치는 영향 - 일어권 한국어 학습자를 대상으로 한 실험음성학적 연구 -

권성미 ( Sung Mi Kwon ) 국제한국어교육학회 2007 한국어 교육 Vol.18 No.3

초점의 음성적 실현에 나타난 영어 화자의 한국어 운율 체계 습득 양상 연구

권성미 ( Sung Mi Kwon ) 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2

The study examined interlanguage of English learners of Korean in terms of prosodic features. Six Korean sentences which included focused words were recorded two times by four inexperienced Korean language learner(IEs, 17.8 average months of Korea residence), four experienced Korean language learners(EEs, 6 average years of Korea residence), and four Korean native speakers(Ks). AP-initiation, dephrasing after the focused word, frequency of the pitch peak, the location of the pitch peak, and pitch range were investigated. A perception test also was performed over the IEs, EEs, and Ks. The results revealed that even though length of L2 experience played a great role in acquiring L2 prosodic system, both the IEs and EEs were significantly different from the Ks in terms of the location of the pitch peaks, AP-initiation, the rate of dephrasing, and speech range. Some features were traceable to prosodic features of the L1, namely English. The rest, however, seemed universal features of interlanguage in L2 prosody. (University of Seoul)

한국어교육능력검정시험 발음 영역 문항 분석

권성미(Kwon, Sung-mi) 우리말글학회 2015 우리말 글 Vol.65 No.-

본 연구는 한국어교육능력검정시험의 발음 · 발음 교수 능력 평가 항목의 내용 타당도를 검증하는 것을 목적으로 삼았다. 연구를 위해 제1회~제9회에 출제된 문항들 가운데 발음 및 발음 교수 관련 문항을 추출하고 영역별 출제 비중과 평가 내용을 분석하였다. 조사 결과, 발음 · 발음 교수 영역은 영역별 출제 비중에 있어서, 1, 2, 3영역이나 영역(과목)별 출제 비중에 있어서 회차별 일관성에 있어서는 큰 문제가 없는 것으로 나타났다. 또, 발음 항목 범주 측면에서도 대체로 다양한 범주들을 균형감 있게 다루고 있는 것으로 보인다. 다만 한국어발음교육론의 세부 내용에 있어서 평가내용으로 설정되어 있으나, 실제로 출제가 거의 되지 않고 있는 부분들에 대해서는 보완이 필요한 것으로 판단되었다. The study aims at examining the content validity of the Test of the Ability of Teaching Korean, in terms of the knowledge of the pronunciation and teaching pronunciation. For the study, the questions related to pronunciation and teaching pronunciation are picked out of the questions from the first to the ninth exam, and they are analyzed in terms of the portion of the each section and the content of the evaluation. The results are as follows: There seems no specific problem on the portion across the section 1, 2, and 3 or the sections of the subjects. Second, various categories of the pronunciation are turned out to be covered. Second, various categories of the pronunciation are turned out to be covered. In the case of the subordinate sections of the section, Teaching Pronunciation, some contents have almost not been made for the questions even though they are set for the content of the evaluation and complementary efforts need made.

한국어 말하기 교육에 대한 연구자와 교육자의 두 관점

권성미 ( Sung Mi Kwon ) 우리어문학회 2012 우리어문연구 Vol.44 No.-

본 연구의 목적은 한국어 말하기 교육과 관련한 연구 동향과 교육자의 관심 거리를 살펴봄으로써 말하기 교육의 발전을 위해 무엇이 필요한지를 점검하는 동시에 말하기 교육 관련 연구의 빈자리를 확인하는 것이다. 먼저 연구의 동향을 조사하기 위해, 최근 15년간 간행된 한국어 교육 관련 학술지, "한국어 교 육", "이중언어", "언어와 문화"와 ``말하기, 담화, 화용, 화행, 의사소통, 토론`` 등의 말하기 관련 키워드 검색을 통해 찾은 학위 논문을 대상으로 말하기 관련 연구들을 연구 주제별로 분류하고, 연구의 분포와 연구 경향을 분석하였다. 그리고 한국어 교사들이 말하기 교육과 관련해 어떠한 고민과 관심을 가지 고 있는지 조사하기 위해 한국어 교사 21명을 대상으로 서면 인터뷰 형식의 설문조사를 실시하였다. 교사들의 관심을 조사함에 있어 포털사이트 다음의 카페, ``한국어 교실``에 게시된 사례 역시 활용되었다. The study aims at scrutinizing what is needed to develop teaching speaking and discovering the vacant posts in researching KFL speaking by investigating researching trends in teaching KFL speaking and issues among the teachers. First, in order to examine the research trends, the three representative journals in KFL, hangugeo gyoyuk, ijungoneo, eoneowa munwha`, published for the recent 15 years, and the theses searched with the speaking related key words such as speaking, discourse, pragmatics, speech acts, communication and discussion, are categorized into the research topics, and the distributions and a tendency of the research are analyzed. In addition, a written interview is performed with 21 KFL teachers, to survey where KFL teachers` concerns are laid on in terms of teaching speaking, and some cases posted on the Q & A board at an internet cafe, hangugeo gyosil, in a portal site, Daum, also utilized.

초급 단계 한국어 수업의 매개 언어 선택에 대한 연구

권성미(Kwon, Sung-Mi),정미지(Jung, Mi-Ji) 한국외국어교육학회 2009 Foreign languages education Vol.16 No.3

The Study aimed at investigating the effect of using English, which was neither L1 nor TL to some learners, as the medium of instruction on Korean language learners' achievement, and examining the learners' perception on using English or Korean, which was TL, as the medium language in class. For the purposes, two times of surveys were conducted with the 17 students (Group A) taught in English and the 9 students (Group B) taught in Korean, and the scores of the final exam of the two groups also were compared. The results revealed that a choice of the medium language did not make an effect on learners' achievement except in the grammar section. Second, the majority of learners of the study showed a preference on using English as a medium language regardless of the language they were taught in, and the degree of preference was varied in accordance with the learners' competence in Korean.

일반논문 : 발음 교육에 대한 한국어 교사의 인식 연구

권성미 ( Sung Mi Kwon ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.146

The study aims at examining the perception of the KFL teachers on teaching pronunciation. The study surveys 76 KFL teachers with 34 questions on the beliefs about teaching pronunciation. The main results of the study are as follows: First, KFL teachers tend to concern that learners’ foreign accent can be a cause of discrimination against KFL speakers and to believe that the goal of teaching pronunciation should be set to eliminate a foreign accent as much as possible and to achieve a native-like pronunciation. Second, KFL teachers think that the contents and methods of teaching may be a great cause of success in acquiring accuracy, and teaching pronunciation may result in permanent changes. Third, KFL teachers expect that only native speakers should teach pronunciation. Fourth, pronunciation seems comparatively not hard to teach, but KFL teachers perceive that they are lack of the knowledge of the phonetics and teaching methodologies.

L1-L2 간 발음 규칙의 상이성에 따른 한국어 종성비음 습득 양상 연구

권성미 ( Sung Mi Kwon ) 우리어문학회 2012 우리어문연구 Vol.42 No.-

The study aims at analyzing the acquisition patterns of Korean syllable-final nasals of Korean learners of Japanese and Korean learners of Chinese who have different pronunciation rules in their L1 in terms of realizing syllable-final nasals. For the study, 6 syllable-final nasals in word final position and 21 syllable-final nasals in word medial position produced by a Koran native speaker are utilized for stimuli for the perception test. The subjects are 17 Chinese learners of Korean (8 intermediate learners, 9 advanced learners) and 20 Japanese learners of Korean (10 intermediated learners, 10 advanced learners). The results of the study are as follows: First, Japanese learners display a distinct lower accuracy compared to the Chinese learners in perceiving syllable-final nasals in both word-final and word-medial position. Second, Japanese learners, contrary to Chinese learners, do not show the significant difference between intermediate and advanced groups in accuracy of syllable-final nasals in the different positions.

한국어 초,중급 교재에 제시된 간접화행의 실현 양상 연구

권성미 ( Sung Mi Kwon ),이혜용 ( Hye Yong Lee ) 국제한국어교육학회 2008 한국어 교육 Vol.19 No.2

This study attempts to examine how the indirect speech acts are realized in the lower level KFL textbooks, and to draw some educational implications for complementing the current textbooks. For this purpose, the 257 texts from the three most widely used KFL textbook series are scrutinized. The findings in analyzing the realizations of indirect speech acts from the textbooks are as follows: first, a comparatively small number of indirect speech acts appear in the lower level KFL textbooks; second, of the indirect speech acts, highly context-dependent acts that do not have conventional illocutionary indicators are rarely utilized, while the context-independent ones that include conventional illocutionary indicators are prevalent. However, the context-independent ones display a very definite variety of indicators. (Ewha Womans Univeristy)