컴퓨터 프로그램을 통한 한국인 영어발음(/p/, /b/, /f/, /v/)의 연구

다국어 초록 (Multilingual Abstract)

The aim of this study is to identify pronunciation difficulties of Korean learners of English in their articulation of English phoneme /p, b, f, v/, and to explore more effective ways to educate English pronunciation. Specifically, this study investigates the three research questions. First, among four phonemes(/p, b, f, v/), what phonemes do Korean learners pronounce more correctly? Second, have Korean learners improved their pronunciation of /p, b, f, v,/ using computer programs? Third, when phonemes are in prevocalic or postvocalic positions, in which position do Korean learners have difficulties?
8 people who are senior of universities or already graduated and who also got over 800 TOEIC score were selected in an experiment, and tested and then evaluated on their pronunciation. In this test, they listened meaningful and meaningless words including /p, b, f, v/ recorded by native speakers. The computer program used for this experiment is FluSpeak, a speech training software program, designed for English pronunciation practice and improvement.
These are three major results. First, among four phonemes(/p, b, f, v/), Korean advanced learners pronounce /f/ best. and have relatively most difficulties in pronouncing /b/. The best-to-least sequence is: /f/, /v/, /p/, /b/. Second, there was improvement in pronouncing /p, b, f, v/ by practicing with the computer program. Third, Korean learners have more difficulties when pronouncing the postvocalic position than prevocalic position when they pronounce /p, b, f, v/.
The results suggest that for the advanced learners it is better to teach how to speak /b/ sound correctly. They already know how to speak /f, v/ sounds even though these phonemes don't exist as Korean phoneme. More importantly, Korean learners are confused at pronouncing /b/ and the Korean phoneme /ㅂ/. Also the results suggest that it is better to focus in class on teaching postvocalic position of words when they pronounce /p, b, f, v/. Moreover, when practicing pronunciation, the leaners can get help from computer program.
Regarding further research into Korean pronunciation an English phonemes is recommended, including the best ways for students to learn them.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1.1 연구의 필요성 및 목적 = 1
• Ⅱ. 이론적 배경 = 3
• 2.1 선행연구 = 3
• 2.2 영어와 한국어의 자음 체계 비교 = 5
• 2.2.1. 한국어의 자음 체계 = 5
• 2.2.2 영어자음의 분류 = 7
• 2.2.2.1 성대의 진동 유무에 따른 분류 = 8
• 2.2.2.2 조음장소에 따른 자음 분류 = 8
• 2.2.2.3 조음 방법에 따른 분류 = 8
• 2.2.3 한국어 자음과 영어 자음의 차이 = 9
• 2.2.4. /b/, /v/, /p/, /f/ 의 음성학적 특징 = 12
• 2.2.4.1 /b/의 특징- 유성 양순 폐쇄음(voiced bilabial stop) = 12
• 2.2.4.2 /v/의 특징-유성 순치 마찰음(voiced labio-dental fricative) = 12
• 2.2.4.3 /p/의 특징-무성 양순 폐쇄음(voiceless bilabial stop) = 13
• 2.2.4.4 /f/의 특징-무성 순치 마찰음(voiceless labio-dental fricative) = 13
• 2.3. 멀티미디어 영어 학습 = 13
• 2.3.1. CD-ROM 활용의 영어 학습의 목적 = 13
• 2.3.2. 멀티미디어 기반 말하기 학습 = 14
• 2.3.2.1. 멀티미디어 기반 말하기 학습의 장점 = 14
• 2.3.3. 음성 인식 형 발음 소프트웨어의 발음학습 단계 = 15
• Ⅲ. 실험 방법 = 20
• 3.1 피 실험자 선정 = 20
• 3.2 실험 가설 = 20
• 3.3 실험 절차 = 21
• 3.4 실험 자료의 선정 = 22
• Ⅳ. 실험 결과 및 논의 = 24
• Ⅴ. 결론 = 41
• 참고문헌 = 43
• 부록 = 45
• ABSTRACT = 47