한국 교육대학생과 초등교사의 영어단어의 이해 가능한 발음

• 발행기관: 한국초등영어교육학회
• 저자명: 정용주
• 간행물 정보: 『초등영어교육』제9권 제2호, 189~210쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.12.01

영문 초록

The purpose of this study was to investigate the intelligible pronunciation of English words by Korean teachers' university students and elementary school teachers. To evaluate their pronunciation abilities, 25 teachers' university students and 25 e1errentary school teachers were selected as the subjects. Twenty-four words selected by their initial consonants and fourteen words selected by their vowels were chosen from Elementary School English textbook, grade 3 through 6. Each subject pronounced each word and the native English speaker transcribed what she heard. The data were analyzed on the basis of the errors and the intelligible pronunciation. The results of this study were as follows: First, the average score of intelligible pronunciation by Korean teachers' university students and elementary school teachers were 69.5 and 64.5 respectively. Their average scores were considered to be low. Second, only 52% of Korean teachers' university students and 36% of elementary school teachers comprehensibly pronounced more than 70% of the 38 words presented. Third, words selected by their initial consonants, which more than 30% of the subjects in both groups pronounced incomprehensibly, were back, cool, they, zoo, job, leaf, read, help, will, and year; and words selected by their vowels were seat, end, sad, pull, fool, and join. Fourth, initial consonants, which more than 30% of the subjects in both groups pronoW1Ced incomprehensibly, were 10/, Iz/, Iwl, and Iii; and ending consonants were Ik/, III, Ibl, If I, and Ip/; and vowels were IrJ, I rei, and luw/.

목차

abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법 및 내용

Ⅳ. 연구결과 및 논의

Ⅴ. 결론 및 제언

참고문헌