러시아어권 화자를 위한 한국어 발음교육 연구

다국어 초록 (Multilingual Abstract)

This study has been performed to clarify the types and causes of common errors made by Russian students in learning Korean and accordingly to suggest a more effective way of teaching Korean pronunciation to the students.
Pronunciation is important in learning a foreign language not only because it is important to practice correct pronunciation, but also because it affects the development of other functions of language and motivates the learner to improve his/her language ability. In Chapter 2, comparison of the phonological structure of Korean and Russian in contrast-analytic perspective, search of the pronunciations existing in Korean but not in Russian, and estimation of the pronunciation error according to the prior results were performed. Also, comparison of the consonant, vowel, syllable, and phoneme of Korean and Russian and estimation of the pronunciation error assuming that the difference between the two languages will interfere in pronouncing Korean according to the prior results were performed.
In Chapter 3, a speech test on Russian speakers studying in Korea was performed by a created meaningless language - not in actual use. The errors were found on the pronunciations that only exist in Korean and not Russian such as /eu/, /eo/, w-dipthong, /ui/ of the vowels, and identification of three different obstruents (aspirated - fortis - lenis) and pronunciation of ‘ng’ at the final consonant. Also, a recognition test about the three obstruents was performed in order to check whether the errors are due to wrong realization habit of the speakers or because the speakers cannot auditorily recognize the pronunciation of those consonants. As a result, the auditory recognition and the realization of pronunciation showed similar phases in most cases. When the students auditorily mis-recognize the pronunciation of a phoneme, they made same types of error in speaking. Especially, the students made a number of errors in the pronunciation of aspirated plosives which seems to be the influence of vocal and voiceless plosives in Russian.
From the two tests, it is shown that the students use some kind of strategy such as using a long vowel to compare the pronunciation of fortis with other ones when they cannot auditorily distinguish the pronunciation. It was revealed that the speech education of individual sound as well as the auditory improvement is important for the teaching of good pronunciation.
In Chapter 5, an effective way of teaching pronunciation for Russian speaking students based on the test results from Chapter 3 is suggested. It emphasizes on the necessity of time share for pronunciation teaching in the classroom hours for an effective education, and a pronunciation book to be included in the integral textbook is composed. Different pronunciation books for different levels - Beginner and Intermediate - were organized considering the usage frequency and application difficulty in practical speech. Books for beginners mainly focus on the exercise of the confusing sounds, especially the segments, similar to individual pronunciation and books for intermediates mainly focus on the contents to complete the pronunciation especially of the phonological phenomena.
In conclusion, the pronunciation errors made by Russians can be classified into two categories in general. First, it is the sound of phonological phenomena only existing in Korean but not Russian due to the difference of the two languages. Second, it is the wrong application of phonological phenomena to the phoneme that has common features in the two languages. Both the elements imply the importance of education of pronunciation in early stage of learning Korean.
It is critical to have good teachers more than anything for the effective education of pronunciation. There should be a specialist teaching pronunciation only who is a Korean expert and a general language expert at the same time. In addition, there should be an understanding of the mother tongue of the students which cannot be solved by the Korean teacher alone, thus the results of the studies performed by the researchers who has great knowledge in the foreign language while being in charge of Korean education should play the role of database to figure out the pronunciation of each foreign student.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1. 연구의 필요성과 목적 1
• 1.2. 연구 방법 및 구성 4
• 1.3. 선행 연구 검토 6
• 1.3.1 대조분석․ 오류분석 ․중간언어 6
• 1.3.2 한국어 발음교육 9
• Ⅱ. 한국어와 러시아어의 음운 비교 14
• 2.1. 모음 14
• 2.1.1 단모음 14
• 2.1.2 이중모음 15
• 2.1.3 모음의 발음에 영향을 주는 초분절음소 17
• 2.2. 자음 19
• 2.2.1 파열음 21
• 2.2.2 마찰음 24
• 2.2.3 파찰음 25
• 2.2.4 비음 26
• 2.2.5 유음 27
• 2.2.6 기타 28
• 2.3. 음절 28
• 2.3.1 한국어의 음절 29
• 2.3.2 러시아어의 음절 30
• 2.4 음운현상 32
• 2.4.1 한국어의 음운현상 32
• 2.4.2 러시아어의 음운현상 39
• 2.5 대조분석을 통해 본 예측오류 42
• 2.5.1 예측 오류;모음 44
• 2.5.2 예측 오류;자음 45
• 2.5.3 예측 오류;음절 및 음운현상 47
• Ⅲ. 중간언어 실험과 분석 50
• 3.1 실험방법 및 조사대상 50
• 3.1.1 실험 방법 50
• 3.1.2 조사 대상 51
• 3.2 실험 결과 분석 52
• 3.2.1 단모음에서의 오류 52
• 3.2.2 이중모음에서의 오류 55
• 3.2.3 자음에서의 오류 57
• 3.2.4 음운현상에서의 오류 64
• Ⅳ. 발음교육 방안 67
• 4.1 발음교육의 전제조건 69
• 4.1.1 발음교육의 목표 69
• 4.1.2 발음의 지도방법 70
• 4.1.3 발음교육에서 주의할 사항 71
• 4.2 교재의 구성 72
• 4.2.1 초급용 교재 75
• 4.2.2 중급용 교재 92
• Ⅴ. 결론 107
• 참고문헌 110
• 부록 1. 녹음 자료 115
• 부록 2. 인지 실험 자료 116
• ABSTRACT 120