중국인 중급 학습자를 위한 한국어 경음화 교육 방안 연구 = A Study On The Errors And Teaching Method Of Korean Glottalization Pronunciation For Chinese Intermediate Level Learners

다국어 초록 (Multilingual Abstract)

This study searched and analyzed Chinese learners' errors in glottalization pronunciation and provided an effective teaching method for Chinese intermediate level learners.
The phonological and morphological differences between the Korean and Chinese languages affect the learners' errors in pronunciation and make Chinese learners have difficulty with Korean glottalization pronunciation. Korean glottalization rules have many exceptions, so it was expected that the Chinese learners would make errors in the phonological rules. Therefore, in this paper the consonant system, the syllabic final consonant system, the phonological phenomenon, and the morphometric characteristics of the two languages are compared to examine the difference between the Korean and Chinese languages. Based on this comparison, we could forecast the learners' errors and analyze the origin of error in glottalization pronunciation.
The pattern of errors in pronunciation is divided into 1) the glottalization after a stop sound, 2) the glottalization after a nasal, and 3) the glottalization after a liquid sound. Afterward the glottalization pronunciation survey was done to examine the errors in rules of glottalization application that were expected to be the most difficult for Chinese learners. Thirty Chinese intermediate level learners of Korean at Dongguk University took part in the research for the actual survey of glottalization pronunciation. We observed their mistakes and tried to analyze the causes of their errors.
It was found that Chinese learners made errors in the elimination of final consonants because of the differences between Chinese and Korean's phoneme system. Many Chinese learners also pronounce Korean as it is written because of the differences between Chinese and Korean's morphologies. It means that they could not apply morphologic rules to the glottalization and made errors in pronunciation. This also showed us that pronunciation errors were caused by the interference of the different phonology as well as a lack of understanding of Korean morphologic rules. Based on the error search and analysis, the teaching methods on glottalization education are provided.

목차 (Table of Contents)

• 1. 서 론 = 1
• 1.1. 연구 목적 = 1
• 1.2. 선행연구 검토 = 3
• 1.3. 연구 절차와 방법 = 5
• 2. 경음화와 관련된 한국어와 중국어의 언어 체계 = 6
• 2.1. 한국어와 중국어의 음운 체계 = 6
• 2.1.1. 자음 체계 = 6
• 2.1.2. 음절 종성 체계 = 10
• 2.1.3. 음절 결합 방식과 음운 현상 = 12
• 2.2. 한국어와 중국어의 형태적 특징 = 18
• 2.2.1. 용언의 형태적 특징 = 18
• 2.2.2. 체언의 형태적 특징 = 22
• 3. 경음화 오류 분석 = 26
• 3.1. 조사 대상 및 방법 = 26
• 3.2. 유형별 오류 = 26
• 3.2.1. 폐쇄음 뒤의 경음화 = 26
• 3.2.2. 용언 어간 말 비음 뒤의 경음화 = 28
• 3.2.3. 관형사형 어미‘-을’뒤의 경음화 = 35
• 3.3. 오류 원인 분석 = 45
• 3.3.1. 폐쇄음 뒤의 경음화 = 46
• 3.3.2. 용언 어간 말 비음 뒤의 경음화 = 47
• 3.3.3. 관형사형 어미‘-을’뒤의 경음화 = 47
• 4. 경음화 발음 교육 방안 = 49
• 4.1. 교수ㆍ학습 내용 구성 = 49
• 4.1.1. 1단계: 후두폐쇄의 조음과 경음의 청취 = 49
• 4.1.2. 2단계: 음운론적 정보와 관련된 경음화 = 51
• 4.1.3. 3단계: 문법론적 정보와 관련된 경음화 = 52
• 4.2. 수업 지도안 = 55
• 5. 결 론 = 66
• <참고문헌> = 68
• <부록> = 73
• <Abstract> = 84