韓美 어린이의 調音發達에 關한 比較硏究

金載福 대구효성가톨릭대학교 1980 연구논문집 Vol.22 No.1

1. The objectives of this thesis are fourfold: through the articulation test for the Korean Children ranging from 2 to 6 years of age, the author aims to 1) distinguish the children's correct and incorrect articulation of speech sounds; 2) analize and classify their types of misarticulation; 3) determiner the order of children's acquisition of correct articulation of speech sounds, measure the difficulty of articulating each speech sounds and establish the standardization of correct articulation of speech sounds according to different ages; 4) compare the results of the tests of American children with those of Korean. 2. Research on children's development of articulation of speech sounds has been done in many directions. To name a few examples the following types of studies were done in the past in the United States: 1) the studies of the development of articulation in individual children; 2) reports of freequency of use of sounds in speech; 3) surveys of types of speech defects found among particular groups of children; 4) surveys of speech defects in normal children. The author's research methods follow the example of (4), namely to survey and analize children's misarticulation of speech sounds and the process of improvement to correct articulation. Since all the subjects belong to pre-reading ages, among many methods the picture and imitation tests were found to be most effective to test the children's articulation. 3. Children's misarticulation can be categorized into three types: omissions, subjectutions and distortions, In omissions, a child leaves out a phoneme at a place where it should occur and it is not replaced by any other sound. In substitutions a child substitutes one standard speech sound. In distortion the child's production of the speech sound is modified in some way so that the acoustic result only approximates the standard sound. The frequency of children's misarticulation accordint to the above mentioned three types is usually put in the following order: substitution, distortion and omission (Templin 1957 and others). The order of development in manners of articulation is: nasals, stops and fricatives. The order of development in manners of articulation is: nasals, stops and fricatives. The order of development in sound context in words is: initial, medial and final positions. The standard ages of children when they can acquire the articulation of each sound are as follows: 3 years of age:[m, n, ??, p, f, w]; 3½:[j]; 4:[k, b, d, g, r]; 4½: [s, ??, t]; 6:[t, ??, v, l]; 7: [??, z, ??, ??]; after 7 years of age: [w]. The percentage of children's acquisition of English consonant phonemes according to different ages are as follows: 3 years: 53%; 3½: 63%; 4: 71%; 4½: 72%; 5½ 76%; 6: 84%; 7: 91%; 8: 94%. (Templin 1957). 4. Ninety-six Korean children from Taegu City were chosen as subjects. They were 51 boys and 45 girls ranging from 2 to 6 years of age. The subjects were divided into 8 groups: 2-2½, 2½-3,3-3½,3½-4,4-4½,4½-5,5-5½,5½-6. The tested sounds cover the whole inventory of Korean consonants: 9 stops, 3 affricates, 3 fricatives, 3 nasals, 2 liquids (one trilled, one lateral) and 2 semivowels. One hundred fifty-five words from children's language were chosen as test words. Consonants elements in the test words can be categorezed as follows according to the positions in which they appeared: Initial: [k, k', ??, n, t, t', ??, r, m, p, p', ??, s, s', ??, ??, h, w, j] (20 sounds) Medial: [k, k', ??, n, t, t', ??, r, l, m, p, p', ??, s, s', ??, ??, h, w, j, ??] (22 sounds) Final : [k, n, t, l, m, p, ??] (7 sounds) The author adopted the methods of transversal study in which the test is given only to the children of the same age groups. Also the author used compact test in which more than one sound elements were testes with a single word. The methods of picture and imitation tests were used, the examinees sitting face to face with the examiner. 5. How a child develops his articulation of human speech sound is the matter of interest for linguists. The established theory so far goes that very young children undergo the same and universal process regardless of the linguistic society in which they are born. But after a certain period as the child becomesd physically exposed to the language environment of his mother tongue he develops the articulation according to the sound system of his mother tongue. From this research the author found the order of easiness for children's articulation in Korean consonants is as follow: stops, nasals, affricates and fricatives, while wellman(1931), Templin (1957) state that the order in English is nasals, stops and fricatives. Also the order of easiness of articulation according to the positional occurence is: final, initial and medial in Korean, while initial, medial and final in English. The standard ages for acquisition of correct articulation are as follows: 2:[k', ??, t, t', ??, m, p, p', ??];2½:[k, ??, ??];3:[h];3½:[n];4:[??, j, ??]; 4½;[l,s];5½:[w]; after 6years:[r,s']. THe easiest sound is [k'] and the most difficult sound for the children to acquire is [r]. Comparing with Templin(1957), the following table shows the children's ages at which they acquire the correct articulation among the total invent- tory of Korean consonants. The comprison shows that Korean children acquire the correct articulation of the total consonant phonemes one yoar earlier than American children, the main reason for this comes from the fact ?? that English has more consonants with difficult articul- (표) ation than Korean. The types of misarticulation are: omissions, substitu- tions and distortions. Also additions, metatheses, and dissimilations can be added to this list. The occurrence frequency of misarticulation types in Korean was in the following order: sub- stitution, omission and distortion, while the order in English is substitution, distortion and omission. The most severe case of misarticulation is omission. Twenty-six percents of misarticulation belongs to this category. However, one sound omission never occurred in bisyllabic words. They occurred in the words with more than 2 syllables. Omission seldom occurred in initial positions, but it frequently occurred in medial and final positions. The reason for medial omission is that medial position is influenced by sound context. The omission of syllable occurred among the words with more than 3 syllables. This occurred in children younger than 3 years of age but seldom withchildren older than 4 tears of age. The most frequent syllasble omission was in the syllabic form of [r]V. Substitution occupied 59% of all the occurrences of misarticulation and occurred in the following manner: [s']>[s] (109), [r]>[n] (75), [??]>[t] (37), [s]>[??] (29), [??]>[??] (18), [r]>[t] (17), [s]>[t'] (15), [??]>[n] (12), [??]>[t'] (11), [k]>[??] (11), [j ]>[n] (10), [s]>[??] (9), [??]>[m] (9), [n]>[??] (8), [r]>[j ] (8), [r]>[w] (7), [l]>[m] (7), [s]>[??] (7), l]>[k] (7), [t]>[r] (6)_, [s]>[t] (6), [??]>[t'] (6), [h]>[k] (6). Especially Kyeongsangdo dialect speakers have difficulty in pronouncing fortis sound[s'] such as in [s'al] 'rice', and Korean phonotactic system does not allow the inital [r] such as in [roin],'old man', [ripal] 'haircut'. They tend to be [noin] and [ipal]. Distortion can be categorized as mild misarticulation compared with omissions and substitutions. Here in distortion regularity and cionsistency can be found in articulation. They sound pretty similar to certain existing phonemes but not exactly the same. The distortion which attracts our attention is found in the occurrence of [r]-colored [t] and [t]-colored [r] and this tendency in creases as a child grows older. Addition occurred in particular sound contexts. A [k] was inserted between a [??] and a vowel which never occurred with children older than 4 years of age: [so??at??i]>[so??kat??i] 'calf'. A [j] addition occurred in [son]>[sjon] 'hand' and [manil]>[manjul] 'garlic'... The phenomena of metathesis is seen in vowels, consonants, and syllables. Meathesis in child articulation occurrs perhaps because children perceive the sounds as a whole, not in their linear order of the sounds uttered by the speaker. Even if the children perceived the sounds in the linear order. They simply do not have ability to reproduce them in the same order presumably because of their incomplete growth of neurophysiological system: [ratio]>[tario] 'radio', [h??paraki]>[h??rapaki]'sunflower.' Dissimilation occurres in order not to duplicate the same or similar sounds in a word: [talnare]>[talnawa] or [talnaka]'moon', [k??kuri]>[k??uri]'frog'... 6. As stated earlier the purpose of this thesis is to examine the phenomena in Korean children's development of articulation as they grow older. Comparison was made between American children and Korean children. The most outstanding results from the research were as follows: Korean children acquire the correct articulation of consonant sounds one year earlier than American children. The reason for this can be stated in respect to the number of consonant phonemes and their phonotactic nature. Labiodentals, interdentals, voiced and voiceless contrasts, consonant clusters exist in English, which Korean consonant system lacks. The difficulty of pronouncing the consonant clusters in English sound system is outrageous for both English and non-English children. The order of children's acquisition of correct articulation of consonants according to their manners are nasals, stops, affricates and fricatives in English while stops, nasals, affricates and fricatives in Korean. And according to their position in words are initial, medial and final in English while final, initial and vedial in Korean. The reason for this is that Korean has only 7 sounds in final and they include 6 easiest consonants to pronounce such as 3 stops and 3 nasals. Finally it can observed that both American and Korean children develop the articulation with the same process. And the differences found in the results of the tests are only on accounts of differences of the sound systems between languages.

英語辭典攷

金載福 대구효성가톨릭대학교 1973 연구논문집 Vol.12 No.1

Grammatical Gender 의 硏究

金載福 대구효성가톨릭대학교 1982 연구논문집 Vol.24 No.1

Grapheme과 Phoneme의 對應

金載福 대구효성가톨릭대학교 1972 연구논문집 Vol.10 No.1

인간은 언어활동을 통해서 사회단체의 교섭이 이루어지고 이 언어활동을 음성이나 문자를 수단으로 이루어진다. 음성과 문자로 되어있는 이 언어는 역사적, 사회적 제약을 받은 습실적인 산물인것이다. 그러기에 제 나름대로 단어를 만들어 지꺼릴 수도 없고 제 나름대로 철자하여 쓸 수도 없다. 언어란 사회공통의 약속이다. 화자가 제아무리 표현하여도 청자가 그 의미를 못 알아 들으면 그것은 무의미한 것이다.

英語의 北喩表現과 慣用語

金載福 대구효성가톨릭대학교 외국어문학연구소 1990 語文學硏究 Vol.3 No.-

우리나라 교육과정 연구 개발의 방향

김재복 仁川敎育大學校 初等敎育硏究所 1998 교육논총 Vol.15 No.-

The purpose of this study was to describe the research and development of Korean curriculum, based upon the practical paradigm, with regard to the quality aspect of educational experience. The contents of curriculum are composed of practical experience in the general setting. Based upon this premise, this study consisted of two parts. In the first section of the study, the development of Individuality and creativity in children is emphasized. Much more, the opportunity of selection in curriculum contents and the process-based-education are to be implemented. In the second part, the democratic sense of community is highly valued and educating children through activities and community experience is emphasized.

교육과정 개선을 통한 학교교육 내실화

김재복 경인교육대학교 교육연구원 2003 교육논총 Vol.22 No.-

학교교육 내실화는 학교 교육의 본질에 충실하여 교육이 효율적으로 이루어지고 그 결과가 교육 목적을 달성하기에 충분하며 학생과 학부모가 학교교육에 만족하고, 교사들도 즐거운 마음으로 교육에 임하여 학생과 인격적인 상호작용이 이루어지는 상태이다. 이를 위해서는 교육과정 구성, 수업운영, 교육평가, 교육환경, 과외 활동등이 교육 목적을 달성하기에 충실 하게 이루어져야 한다. 본 연구는 학교교육 내실화를 위한 교육과정 구성이 어떻게 개선되어야 할 것인가에 초점 을 두고 이루어졌다. 본 연구는 교육과정 개선 방향을 신세대의 특성을 살리는 교육과정, 사회적 필요를 반영하는 교육과정, 운영의 효율성을 높이는 교육과정으로 나누어 그 구체적 내용을 논의 제안하였다. 신세대의 특성을 살리는 교육과정에서는 개인차의 배려, 선택 기회의 확대, 과정(過程)중 심의 교육이 이루어지는 교육과정 구성이 요구된다. 사회적 필요를 반영하는 교육과정에서 는 총체적 경험을 수반하는 실행적 지식의 제공, 민주적 공동체 의식의 함양, 건전한 소비 와 근로정신의 제고를 위한 교육과정이 필요하다. 운영의 효율성을 높이기 위한 교육과정에 서는 최소 필수 원칙의 실현, 운영의 자율성 제고, 수시적⋅부분적⋅ 지역적 수정이 가능 한 교육과정 체제가 이루어져야 한다.

우리나라 敎育課程 地域化의 必要와 沮害要因에 관한 考察

金在福 仁川敎育大學校 1991 論文集 Vol.25 No.1

우리나라 교과서 정책의 효율화 방안에 관한 연구

김재복 경인교육대학교 교육연구원 2006 교육논총 Vol.26 No.2

이 연구는 우리나라 현행 교과서 편찬체제의 현황을 검토하고, 교과서 개발 및 검정상의 문제점을 분석한 후, 교과서 편찬의 효율화를 위한 개선 방안을 탐색하려는데 목적이 있다. 이러한 목적과 관련하여 첫째, 교과서 편찬체제의 현황 검토에서는 교과서 제도의 현 황과 정책 방향, 교과서의 편찬 과정과 운영, 교과서의 심의 및 실험 내용을 세부적으로 살펴보았다. 둘째, 교과서의 개발 및 검정의 문제 분석에서는 교과서 정책 및 관리 기능 의 문제, 교과서 개발 및 검정과정의 문제, 교과서 체제 및 내용 양과 수준의 문제를 분 석하였다. 셋째, 교과서 편찬의 효율화를 위한 개선 방안 탐색에서는 교과서 편찬제도의 개선, 편수 관리 기능의 효율성 제고, 교과서 개발 및 검정의 효율화, 교과서 체제 개선 및 매체의 다양화, 교과서 가격의 적정화와 공급체계의 개선으로 나누어 그 내용을 구체 적 항목으로 제안하였다. 이 연구는 교과서 정책의 효율적인 운용 방안을 제안하는 것이므로 연구 결과는 우리 나라 교과서 개편 정책 수립과 시행 과정에 활용할 수 있을 것이다.

敎育課程 統合의 接近方法에 관한 考察

金在福 仁川敎育大學校 1983 論文集 Vol.17 No.1