발음학습 지도를 통한 영어 듣기 능력 향상 방안에 관한 연구

다국어 초록 (Multilingual Abstract)

A Study of Improving English Listening Ability by Learning English Pronunciation

Jang, Hyun-Woo
Department of English Education
Graduate School of Education
Kookmin University

It has been assumed that pronunciation teaching has been neglected in comparison with the other areas of English education. But for efficient communication, speakers should convey messages clearly, in order that listeners can have a clear understanding. So as to do that we need to pronounce words correctly. In this case, correct pronunciation doesn't mean native-like, but rather easily comprehensible to the average listener pronunciation.
Teaching how to pronounce is very importance thing. so we need to provide specific and systematic forms of pronunciation teaching focused on fluency rather than accuracy, and integrated into other areas of English. It should also be used in real communication situations.
This study is designed to investigate whether or not teaching
English pronunciation contributes towards acquiring better English
Listening skills in a classroom. In other words, the purpose of the
present study is to determine the necessity of teaching English
pronunciation for developing students' listening ability.
The result of the study indicates that the experimental teaching approach with using phonetics and phonology is more effective than the
traditional one in teaching and learning English in the classroom.
In teaching English, Teachers should be knowledgeable about the phonetics and phonology of English because (1) the sound system is primary and the basis for the spelling system; (2) they may have to teach English pronunciation to students who are not native speakers of English; (3) it is important to understand accents and language variation and to react appropriately to them
and to teach appropriate language attitudes about them to students (4) we are so literate that we tend to “hear” the sounds of our language through its spelling system, and phonetics/phonology provides a corrective to that; and (5) phonetics and phonology provide systematic and well-founded understandings of the sound patterns of English.
It suggests that further study in this field should be done in order to figure out more systematic and realistic materials and programmes that can be used in the classroom.

주제어(키워드) : 발음, 듣기, 발음기호, 음운, 단어, 문장, 말하기

목차 (Table of Contents)

• 차 례
• Ⅰ. 서론 ...................................................................1
• 1.1 연구의 필요성 및 목적 ........................................1
• 1.2 연구 계획..........................................................4
• 1.3 연구의 제한점 ...................................................5
• Ⅱ. 이론적 배경 .........................................................6
• 2.1 듣기의 개념 및 중요성 ........................................6
• 2.1.1 듣기의 개념 ..................................................6
• 2.1.2 듣기의 중요성 ...............................................8
• 2.2 듣기에 영향을 미치는 요인 ..................................10
• 2.3 발음교육의 필요성 .............................................12
• 2.4 발음지도의 목표와 방향 ......................................13
• 2.5 발음지도의 내용(초분절음을 중심으로) ..................15
• 2.5.1 강세지도(Stress) ...........................................15
• 2.5.2 리듬지도(Rhythm) .........................................17
• 2.5.3 억양지도(Intonation) .......................................18
• 2.5.4 연음지도 (Linking) ..........................................24
• 2.5.5 발음규칙을 통한 발음지도 .................................25
• 2.6 선행연구 ............................................................27
• Ⅲ. 실험 연구 .............................................................31
• 3.1 연구 문제 ..........................................................31
• 3.2 실험 대상 및 기간................................................31
• 3.2.1 실험 대상.......................................................31
• 3.2.2 실험 기간.......................................................32
• 3.3 실험 설계 ..........................................................33
• 3.4 실험 방법 및 도구 설계.........................................34
• 3.4.1 정의적 영역 설문조사 평가지.............................34
• 3.4.1.1 흥미도 검사도구.........................................34
• 3.4.1.2 자신감 검사도구.........................................35
• 3.4.2 발음기호 선정 목록 및 지도계획.........................36
• 3.4.2.1 자음/모음의 선정 .......................................36
• 3.4.2.2 교과단어 암기 지도 계획 .............................37
• 3.4.3 듣기 능력 검사지.............................................38
• 3.4.3.1 사전 검사도구............................................38
• 3.4.3.2 사후 검사도구 및 분석 방법..........................39
• 3.5.1 정의적 영역 설문조사 및 듣기 능력 성취도 검사.....39
• 3.5.1.1 흥미도 설문지 및 자신감 설문지 검사..............39
• 3.5.1.2 듣기 능력 성취도 검사..................................40
• Ⅳ. 실험 결과 및 분석 ...................................................41
• 4.1 집단별 사전, 사후 설문지 결과.................................41
• 4.1.1 설문지 사전 평가 .............................................41
• 4.1.1.1 흥미도 수준................................................41
• 4.1.1.2 자신감 수준................................................43
• 4.1.2. 설문지 사후 평가 ............................................45
• 4.1.2.1 흥미도 수준................................................46
• 4.1.2.2 자신감 수준................................................48
• 4.2 실험 결과 분석......................................................49
• 4.2.1 실험집단의 발음 정확성/유창성 사전/사후 비교․분..49
• 4.2.1.1 실험집단의 발음 정확성 사전/사후 비교․분석.....49
• 4.2.1.2 실험집단의 발음 유창성 사전/사후 비교․분석.....51
• 4.2.2 실험집단평가표.................................................53
• 4.2.3 실험집단 중간 단어 평가표..................................54
• 4.2.4 사전/사후듣기 능력 성취 수준 검사......................56
• 4.2.4.1 사전 듣기능력 성취 수준 검사.........................56
• 4.2.4.2 사후 듣기 능력 성취 수준 검사........................58
• 4.2.4.3 사후 듣기 능력 성취 수준 t검정 결과................60
• 4.2.4.4 사후 듣기 능력 성취 점수 공분산분석 결과........62
• 4.2.5 발음교육을 병행한 집단의 사전-사후 변화 결과
• 분석 및 논의....................................................63
• 4.2.5.1 흥미도 및 자신감수준....................................64
• 4.2.5.2 듣기능력 성취수준........................................64
• 4.2.6 발음교육을 병행하지 않은 집단의 사전-사후 변화 결 과 분석 및 논의............................................................65
• 4.2.6.1 흥미도 및 자신감수준....................................66
• 4.2.6.2 듣기능력 성취수준........................................66
• Ⅴ. 결론 .....................................................................67
• 참고문헌 ....................................................................72 영문초록.....................................................................75