<標準發音法> 爭點과 표준 발음 政策의 方向

신승용 한국어문교육연구회 2016 어문연구 Vol.44 No.1

On this thesis, I looked at a relation of standard pronunciation and ‘the rules of Korean standard pronunciation’, and ‘the rules of Korean standard pronunciation’ and Korean phonology. And I examined an issue of criticisms about ‘the rules of Korean standard pronunciation’ that were raised until now. The aim of standard pronunciation policy make people possible to speak standard pronunciation at situation that standard pronunciation is needed. It is never that the aim of standard pronunciation policy makes all people leave his native pronunciation and speak standard pronunciation. That is not supposed to be happen. Even though he understands ‘the rules of Korean standard pronunciation’ well, it does not guarantee for him to speak standard pronunciation well. There isn’t immediate corelation an ability to be able to pronounce standard pronunciation with knowledge about ‘the rules of Korean standard pronunciation’. So it is different to educate ‘the rules of Korean standard pronunciation’ from to educate standard pronunciation. It is desirable to resolve a problem of standard pronunciation through dictionary, that is to say through pronunciation information of a title word in dictionary. And ‘the rules of Korean standard pronunciation’ is needed restrictedly as criteria when we specify pronunciation information in dictionary. But it isn’t needed to ask people to learn ‘the rules of Korean standard pronunciation’, and it is’n effective in standard pronunciation policy. 본고에서는 표준 발음과 표준 발음법의 관계, 그리고 <표준 발음법>과 국어 음운론과 관계를 통해 <표준 발음법>의 성격을 살펴보았다. 표준 발음 정책의 목표는 표준 발음을 해야 하는 상황에서 표준 발음을 할 수 있는 능력을 키우는 것이다. 표준 발음의 목표가 언중들이 자신의 발음을 버리고 표준 발음으로 말하게 하는 것은 아니며, 그래서도 안 된다. 이런 점에서 <표준 발음법>을 교육하는 것과 표준 발음을 교육하는 것은 다르다. <표준 발음법> 내용을 잘 이해한다고 해서 표준 발음을 잘 할 수 있는 것은 아니기 때문이다. 표준 발음의 문제는 사전을 통해 즉, 사전의 발음 정보를 정교화하는 방식을 통해 해결하는 것이 바람직하다. 다만 <표준 발음법>은 사전의 표준 발음 정보를 제공할 때의 준거로서 여전히 제한적으로 필요하다. 하지만 일반 언중들에게 <표준 발음법>의 학습을 요구하는 것은 필요하지 않을 뿐더러 비효율적인 방법이다.

복수 표준 발음 처리의 기준에 관한 연구

장정민 ( Jang Jung-min ) 백록어문교육학회 2022 백록어문교육 Vol.30 No.-

The purpose of this study is to examine the criteria by reviewing words to which multiple standard pronunciation has been added. Since 2016, there have been 20 words in which multiple standard pronunciation has been added, and multiple standard pronunciation has been recognized only in Phonetic Phenomenon related to tensification and /n/-insertion. As a result of reviewing these words, there are three criteria for multiple standard pronunciation processing. First, it does not violate the language norms. Second, it does not change the notation. Third, the realization rate of actual pronunciation is more than twice the realization rate of standard pronunciation Subsequently, the actual pronunciation surveyed by the National Institute of the Korean Language was divided by type to examine whether there were additional words that could be recognized according to the criteria for multiple standard pronunciation processing.. Through this, it was confirmed that Lateralization and nasalization occurring in the ‘n-l’ sequences should also be treated with multiple standard pronunciation. In addition, since the current multiple standard pronunciation processing standards are too conservative, it is suggested that more flexible and active multiple standard pronunciation processing is needed to get close to language norms and reality.

『표준국어대사전』의 복수 표준 발음 분석

차재은 한국사전학회 2025 한국사전학 Vol.- No.46

This paper analyzes the multiple standard pronunciations in the Standard Korean Dictionary and identifies several issues, proposing directions for revision. First, the phonetic transcription of the 'ㅚoe[ø/we]' type needs reconsideration. Since 'ㅚoe, ㅞwe, ㅙwae' all correspond to the sound [we], the use of the double vowel symbols 'ㅚoe' and 'ㅞwe' is incomplete. Furthermore, [wi] cannot show multiple standard pronunciations because it lacks the necessary Hanguel letters. Second, it is an error to list '되어doe-eo[tweʌ/twejʌ]' as a multiple standard pronunciation while listing '베어be-eo[peʌ]' as a single standard pronunciation. Both '되-doe[twe]' and '베-be[pe]' are stems ending in the vowel /e/. It is more rational to limit the insertion of the glide /j/ during conjugation to stems ending in /i/, such as '기어gi-eo[kiʌ/kijʌ]', and to present the others as '되어doe-eo[tweʌ]' and '베어be-eo[peʌ]'. Third, it is necessary to consider the intermediate form of derivation in the process of generating multiple standard pronunciations. For '법계beop-gye[pʌk*je/pʌk*e]', the multiple standard pronunciations are accepted by applying the /j/-deletion rule to the intermediate form. In contrast, only a single standard pronunciation, '곡예gok-ye[kokje]', is accepted. Since the [kje] in '시계sigye[sikje/sike]' and the [kje] in '곡예gok-ye[kokje]' are phonologically the same sound, a consistent treatment is required. Fourth, it is necessary to expand the range of multiple standard pronunciations by considering optional phonological rules. While surface forms resulting from the application of glide deletion or glide insertion rules are accepted as multiple standard pronunciations, those resulting from the application of /h/-deletion between sonorants, peripheralization, or obstruent deletion at the same place of articulation are not accepted as standard. Given that '기어gi-eo[kiʌ/kijʌ]' is a multiple standard pronunciation, '시험siheom[siɦʌm/siʌm]' and '신문sinmun[sinmun/simmun]' could also be multiple standard pronunciations.

음운 교육 내용으로 <표준 발음법>이 타당한가

신승용(Shin, Seung-yong) 한국어문학회 2016 語文學 Vol.0 No.132

Even though Korean native speakers don’t know the ‘Korean standard pronunciation rules’, they can pronounce the standard pronunciation. In other words, actual Korean native speaker"s pronunciation is different from ‘Korean standard pronunciation rules". Teaching ‘Korean standard pronunciation rules’ means teaching the articles of ‘Korean standard pronunciation rules". I agree that phonology education should include standard pronunciation, but I oppose to include ‘Korean standard pronunciation rules’ in the curriculum of Korean language education. In the current curriculum, the contents of phonology unit in the grammar section, in particular, is similar to the contents of ‘Korean standard pronunciation rules’. However, "Korean standard rules" are fundamentally different from the grammar rules in that the contents of phonology unit in grammar aims to research purposes whereas the pronunciations rules are not. Moreover, the "standard rules" are for judging what is right or wrong in pronouncing Korean, which is not a desirable goal of phonology education. In this thesis, therefore, I insist that the contents of ‘Korean standard pronunciation rules’ should be removed from the phonology unit of the grammar section.

예비 초등 교사의 발음 실태 및 표준 발음에 대한 인식과 태도 연구

홍정현 한국초등국어교육학회 2025 한국초등국어교육 Vol.81 No.-

This study examined pre-service elementary teachers’ pronunciation patterns and their perceptions and attitudes toward standard pronunciation. Three surveys were conducted with students at universities of education: (1) analysis of natural speech, (2) assessment of knowledge and awareness of standard pronunciation, and (3) attitudes toward adherence to standard pronunciation. Results showed that pre-service teachers generally recognized the necessity and educational value of standard pronunciation and viewed it as a model for proper language use. However, the willingness to correct was low for words differing greatly between standard and common pronunciation (e.g., balp-go [밟고], tongdalg-eul [통닭을], heulg-eul [흙을]) or for widely used nonstandard forms (e.g., sin-gi-go [신기고]), while emotional preference affected choices such as hae-nim[해님]. These findings indicate that pronunciation education should move beyond rule-based instruction to foster reflective and critical awareness. Teacher education programs should therefore strengthen training that connects phonological knowledge to real language use and encourages self-examination of pronunciation in educational contexts.

초등 국어사전의 발음 정보 제시 방안 연구

장현희(Chang Hyun Hee) 한국사전학회 2009 한국사전학 Vol.- No.13

The purpose of this study is to examine the presentation methods of pronunciation of current Elementary school Korean dictionaries, analyze the problems in pronunciation education for elementary students, and draw a specific solution. It is effective to teach elementary students to study for themselves using pronunciation information in Korean dictionaries. To qualify this purpose, elementary Korean dictionaries should satisfy the following requirements: Elementary Korean dictionaries should present the pronunciation based on 'Standard Pronunciation System', and thus it should playa role as a standard dictionary on standard pronunciation. Also, for entry words which have a different pronunciation from their transcription, all the information should be provided without any omission. Pronunciation information should be presented with [ ], in which complete pronunciation is provided, and prolonged sounds should be presented in the pronunciation transcription, not in the entry word. Also, Elementary Korean dictionaries should present not only the individual pronunciation of the entry word, but also the pronunciation in phonological phenomenon which occurs when combined with following elements. Accordingly, substantives provide the pronunciation information of combination form with postpositions, and declinable words provide the pronunciation information of conjugated forms. At this time, the presentation of pronunciation information should establish systematic standards based upon Standard Pronunciation System, which is the principle of current pronunciation education. The pronunciation information provided should be economical in that it thoroughly shows phonological structures which can occur when combined with the following elements and at the same time it doesn't provide the repetitive pronunciation information. However, considering that the dictionary users are elementary students, more pronunciation information should be provided for difficult pronunciations by way of exception. To make it useful for elementary students to use pronunciation information in the Korean dictionaries actively leading to effective pronunciation education, the contents about how to use pronunciation information in Korean dictionaries should be reflected in the curricula, and teacher's effort is necessary.

발음 현실과 규범으로써 복수 표준 발음의 문제 - 어중의 ‘평음’, ‘경음’ 변화를 중심으로 -

한명숙 한말연구학회 2024 한말연구 Vol.65 No.38

. The study identified the information changes made by the National Institute of the Korean Language in the Standard Korean Dictionary from 2014 to 2023 and noted the pronunciation changes. In particular, the research focused on vocabulary with pronunciation modifications related to tensification and compared standard pronunciation with real-world pronunciation. This study identified 27 vocabulary words with multiple standard pronunciations and surveyed 558 university students to examine their pronunciation. As a result, there are 23 words with plural standard pronunciations: Naldaramjwi, Donggahongsang, Ttanggeomi, Mulgeurimja, Banchanggo, Balgeurimja, Baldwikkumchi, Baljachwi, Bambeolle, Boonbyeong, Sandokkaebi, Sanbital, Sangseureopda, Saengdoeda, Seomgoksik, Sondokki, Susuldae, Silsuyo, Ssalgyeo, Ingamdojang, Jungbyeongari, Chonsaeksi, Chonsaennim. These words may have multiple standard pronunciations because, unlike standard pronunciations, real-world pronunciation tends to the word-inital lenis or word-inital fortis sounds of gemination. Since 2014, the National Language Institute has continued to update the Standardized Dictionary of the Korean Language with revised information. This can be seen as changing the norms to reflect reality. Language norms themselves are conservative in nature and cannot be easily changed. If they were to be revised frequently, it would cause great disruption not only in language teaching but also in language use. However, it is necessary to be flexible in accepting the choices of the language speakers, such as 'Jajangmyeon', which recognizes the actual pronunciation of the audience and reflects it in the notation.

‘漢字 읽기’에서 長短音 發音 敎育의 必要性과 그 方法

김창진 한국한자한문교육학회 2008 한자한문교육 Vol.21 No.-

‘Reading’ in the 7th updated Chinese classics education curriculum recommends reading Chinese characters and Chinese writing correctly in accordance with ‘the Standard Pronunciation of Korean’. That is because pronunciation of Chinese characters is part of Korean. The Standard Pronunciation of Korean states that short vowels should be distinguished from long vowels. However, currently Chinese classics education doesn’t recognize instruction in pronunciation of Chinese characters is part of Korean pronunciation education. Therefore, incorrect Chinese characters that don’t distinguish short vowels from long vowels are written in Chinese writing textbooks and teachers of classical Chinese teach nonstandard pronunciation. Classical Chinese education should teach standard pronunciation which distinguishes short vowels from long vowels. Today, it is hard for Korean subject to teach accurate standard Korean pronunciation. That is because Korean textbook is written only in hangul, so~called pure Korean, and current hangul doesn’t distinguish short vowels from long vowels. Thus, only classical Chinese subject could educate correct pronunciation of Chinese characters, and educators of Chinese classics should understand it is their mission and they are at an advantage. From this point of view, I reviewed several theses on pronunciation of Chinese characters, and realized that current classical Chinese education acknowledges teaching wrong Chinese writing pronunciation, which doesn’t distinguish short vowels from long vowels, as the general trend. It should be changed as soon as possible. Several ways to teach accurate pronunciation of Chinese characters in class are as follows. First of all,teach exact pronunciation of each character. Next, educate student to read two~letter words, three~letter words, four character idioms, Chinese writing and Chinese poetry pausing properly. Then, let students to distinguish short vowels from long vowels only for the first syllable. If a teacher of classical Chinese is going toinstruct accurate pronunciation of Chinese characters, he or she needs to know it first. Reading books such as 『敎育漢字 代表訓音 選定(2000)』 might help to learn short or long vowels. If classical Chinese subject educatesaccurate pronunciation of Chinese characters, people those who learn standard pronunciation of Chinese characters could distinguish short vowels from long vowels and read correctly even though it is hangul~only text. Therefore, classical Chinese subjectshould educate accurate pronunciation of Chinese characters to complement hangul~only text. 제7차 개정 漢文科 敎育課程 중 ‘읽기’에서는 ‘漢字․漢文의 正確한 朗讀’을 요구하고 있다. ‘漢字․漢文의 正確한 朗讀’이란 韓國語 ‘標準發音法’을 따르는 것이다. 漢字音도 韓國語 發音의 한 부분이기 때문이다. 하지만 현재 漢文科에서는 漢字音 敎育이 國語 發音 敎育의 한 부분이라는 인식을 하지 못하고 있다. 그래서 韓國語 標準發音法에서는 母音의 長短音을 구별하여 말해야 標準發音이 되는데, 현재까지 漢文科 敎科書는 長短음을 구별하지 않는 不正確한 漢字音을 적어 왔고 漢文科 敎師는 非標準 漢字音을 가르쳐 왔다. 오늘날 韓國語의 標準發音 敎育은 國語科에서는 불가능하다. 國語科 敎科書는 한글專用으로 되어 있는데, 현행 한글은 長短音을 구별하지 않고 적고 있기 때문이다. 따라서 현재 漢字를 가르치는 漢文科에서만 正確한 漢字音 敎育이 가능하다. 漢文科에서 漢字의 標準發音 敎育을 잘 해준다면, 漢字語가 韓國語 語彙의 70%를 차지하므로 학생들은 韓國語 標準發音을 거의 할 수 있게 된다. 따라서 漢文科 교육자들은 “漢字音의 正確한 敎育”은 漢文科의 時代的 使命이자 特長임을 인식해야 한다. 글쓴이는 이런 관점에서 기존의 漢字音 관련 論文들을 檢討해 보았는데, 현재 漢文科 敎育에서는 長短音을 구별하지 않는 平讀이라는 잘못된 漢字音 敎育을 大勢로 인정하고 있었다. 이는 時急히 바로잡아야 한다. 漢文科 授業 시간에 正確한 漢字音을 敎育하는 方法은 다음과 같다. 먼저 個別 漢字音을 正確히 가르친다. 그리고 2․3자 漢字語, 4자 成語, 漢文, 漢詩는 나눌 곳을 각각 잘 알아서 끊어 읽게 해야 한다. 그리고 항상 제1音節에서만 長短音을 區別하여 發音하게 하면 된다. 漢文科 敎師가 正確한 漢字音을 지도할 수 있으려면 본인이 먼저 正確한 漢字音을 알아야 한다. 그럴려면 『敎育漢字 代表訓音 選定(案)(2000)』 같은 책을 통해 漢字音의 長短音 區別을 익혀야 한다. 漢文科에서 正確한 漢字音을 교육하면, 標準 漢字音을 잘 배운 사람은 비록 한글專用으로 된 글일지라도 스스로 長短音을 區別하여 漢字를 正確히 朗讀할 수 있게 된다. 따라서 한글專用을 補完하기 위해서라도 漢文科에서는 正確한 標準 漢字音을 敎育해야 한다.

국어학 : 국어사전의 외래어 발음 표시 방안

박동근 ( Dong Geun Park ) 겨레어문학회 2007 겨레어문학 Vol.39 No.-

The objective of this study is to explore the way to present the pronunciation of loan words in Korean dictionary. The existing regulation of standard language has no particular stipulations on loan words`pronunciation. This means that the basic rule is to pronounce the loan word as its literation. Therefore the writers have not presented any pronunciation in entries of loan words so far. However, there is not so small difference between literation and actual pronunciation of loan words in using them. This problem makes many dictionary users uncomfortable and furthermore, gives confusion to the Korean learners. As there is a saying that dictionary is the supreme court of language, it is a major obligation of dictionary writers to present the pronunciation of loan words. If they put off this with the excuse of being no loan-word pronunciation rule in standard language regulation, it would be an avoiding of responsibility. Loan-word pronunciation rule should be decided reasonably in consideration of existing literation method, as well as of the actual language. Most of all, to understand the main tendency of loan-word pronunciation is important. For example, for the s-some-thing loan words, pronouncing as fortis in the words` beginning is preferable as a standard. On the other hand, for the voluntarily pronounced loan words, such as b, d, g, and j-something words, pronouncing as its literation should be the basic standard, though it should be with the recognition of plural standard pronunciation if the fortis is prevailing. If there is a big difference between literation and actual pronunciation, it should be considered whether the literation be altered according to the actual pronunciation. Linguistic norm should be typical of the actual language in any case.

대학생을 위한 ‘표준발음법’ 교육원칙

김남미(Kim Nammee) 서강대학교 인문과학연구소 2010 서강인문논총 Vol.0 No.29

이 논문의 목적은 대학생들에게 표준발음법을 가르치기 위한 원칙과 방향을 제시하는 것이다. 이러한 논의는 궁극적으로 대학생을 대상으로 한 문법교육에서 ‘무엇을’, ‘어떻게’, ‘왜’ 가르쳐야 하는가를 풀어내는 실마리가 될 수 있다. ‘규범 교육’의 일환으로서의 ‘표준발음법’ 교수방법의 기준과 방향을 제시하기 위하여 실제 현장에서 수행하였던 교수법의 일부를 제시하였다. 이 논문의 구체적인 구성은 아래와 같다. Ⅱ장에서는 표준발음법의 구성과 내용에 대해 다루었다. 이것이 기본적으로 표준발음법 교육의 내용이 되기 때문이다. 표준발음법은 총칙과 음운체계, 그리고 ‘받침의 발음, 동화, 경음화, 첨가’라는 4개의 음운현상으로 구성되어 있다. Ⅲ장에서는 표준발음법을 가르치기 위한 원칙과 방향에 대해 제시하였다. 그 원칙과 방향은 아래와 같다. 첫째, 표준발음법 교육은 학습자들의 자기 발화를 확인하는 것으로부터 출발하여야 한다. 둘째, 표준발음법 교육은 문법 개념과 그 원리에 기반하여 이루어져야 한다. 셋째, 표준발음법 교육은 복잡성이 생기는 원인을 분석하는 과정을 수반하여야 한다. This thesis aims to suggest the principles and directions of teaching standard Korean pronunciation to university students. This discussion could ultimately produce good clues to ‘what’, ‘how’ and ‘why’ in teaching grammar to university students. Some of the teaching methods that have been practiced in the field are suggested here in order to present the standards and directions for teaching ‘standard Korean pronunciation¡ ?. he content of this thesis is as follows: In chapter 2, the constitution and content of standard Korean pronunciation is explained as basically this becomes the educational content of the standard Korean pronunciation. The standard Korean pronunciation is constituted with general rules, phonology and four euphonic systems including pronunciation and assimilation of batchim (final), fortification and addition. In chapter 3, the principles and directions for teaching standard Korea pronunciation are suggested and they are as follows: First, the education of standard Korean pronunciation has to start from the confirmation of self-speech by the students themselves. Second, the education of standard Korean pronunciation has to be based on grammar concepts and principles. Third, the education of standard Korean pronunciation has to be accompanied by the process of analyzing the cause behind the complications.