The purpose of this study is to examine acquisition aspect of Korean pronunciation due to the period of stay and proficiency of Vietnamese learners. The correct communication premises exact pronunciation.
First of all, the consonant system of Vietnam...
The purpose of this study is to examine acquisition aspect of Korean pronunciation due to the period of stay and proficiency of Vietnamese learners. The correct communication premises exact pronunciation.
First of all, the consonant system of Vietnamese and Korean were compared, and then phonological phenomena of Vietnamese and Korean were also compared. This content was written particularly considering about which part among Korean consonant and phonological phenomena Vietnamese learners may feel more difficult. Then the influence of staying period on acquisition of second language was searched.
Consequently, the result shows that, for the aspect of consonant pronunciation, the most difficult pronunciation for vietnamese learners are alveolus fricative /ㅅ/, /ㅆ/ among all Korean consonants which are tripleopposition in experimental questions. And for the phonological phenomena, the error rate is high in all experimental phonological phenomena, particularly the phonological phenomena with highest error rate was nasalization, and the error rate of double final consonant is higher than that of single final consonant in liaison rule.
And result shows that the proficiency exists as a variable in acquiring pronunciation. It also shows that staying period doesn’t exist as a variable.
I could confirm, through this study, the consonant system between Korean and Vietnamese are so different from each other, and because of it, various errors occurred in pronunciation of consonants and phonological phenomena by Vietnamese learners.
Considering these, this result implies the Vietnamese learners must acquire consonants pronunciation through systemic and visible reference, and they have to pay attention to and study about phonological phenomena from the beginning. And this study suggested that educators must teach phonological phenomena from easier ones to difficult level step by step in teaching Korean.