체언 어간말 격음 ㅌ, ㅊ의 실현양상과 지도방안

• 영문명: Aspects of the Realization of Nominal Stem Final Aspirated [th] and [ʧh] and a Plan for Teaching Them
• 발행기관: 한국어문교육학회
• 저자명: 이승왕(Lee Seung-wang)
• 간행물 정보: 『어문학교육』어문학교육 제35집, 129~160쪽, 전체 32쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2007.11.30

영문 초록

  Realization of the standard pronunciation should be dealt with importantly not only in Korean language education but also in Korean language life. However, work on the current education of pronunciation is not activated, and there is not much interest in the standard pronunciation in educational scenes. For this reason, education of pronunciation for children has not been properly carried out as they shuffle their pronunciation when they meet hard-to-pronounce sounds during conversations or book reading. Especially, they have difficulty in pronouncing [th] and [?h] in the nominal stem final position. For example, there are more children pronouncing ‘path + eul’ as [pa?h?l] or [pas?l] than those pronouncing it as [path?l]. When they feel their own pronunciations awkward, some of them even shuffle it in the middle of [path?l] and [pa?h?l]. This study tries to investigate conditions of the pronunciation of nominal stem final aspirated [th] and [?h] taking as its subjects 194 children in the 3rd, 4th, 5th, and 6th grades from Busan, Ulsan, Yangsan, and to explore a plan for teaching the realization of the standard pronunciation based on a phonological interpretation in accordance with the aspects of the realization.
  In the case of [t] in the stem final position, the rate of the standard pronunciation is the highest with the declension form combined with the nominative case particle ‘-i,’ and it is the lowest with the declension form combined with accusative case particle ‘-eul.’ On the other hand, they have the declension paradigms of [-?hi], [-?h?l], [-?he], [-?h?ro], and ?ha], and of [-si], [-s?l], [-se], [-s?ro], and [sa], in addition to the standard pronunciation of [-?hi], [th?l], [the], [th?ro], and [tha]. This can be regarded as a result of analogical leveling due to the reanalysis of [th] ＞ [?].
  Though the rate of the standard pronunciation is mostly high with [?] in the stem final position, the declension forms of the stem ‘yut’show a low rate of the realization of the standard pronunciation. Also, the standard pronunciation forms of [-?hi], [-?h?l], [-?he], [-?h?ro], and ?ha] co-exist along with the declension paradigm of [-si], [-s?l], [-se], [-s?ro], and [sa].
  Many of the works which have dealt with the education of pronunciation so far have selected a set of content by connecting broad range of contents. This has made it difficult to apply them to practical situations of learning. For the purpose of effective pronunciation education, we should present the contents of stem final aspirated [th] and [?h] more ramified than the current ones. It is important to understand the aspects of the realization of those declension forms that are formed by combining nominal stems and various particles, and grasp their concrete properties. Also, it should be carried out to distinguish between contents and methods of education according to the properties of regional languages.
  On the side of methodology, considering that we should appropriately use the organic relations in language, I have investigated utilization of explorative learning and an integrated instruction here. The use of explorative learning plays a positive role to the effect that it leads students to be acquainted with changes of language sounds by themselves by encouraging them to explore the sound changes in which nominal stem final aspirated consonants are realized. I have presented the necessity of an integrated teaching method along with the use of explorative learning. Here, I have examined an integrated teaching across the areas of the Korean language subject, and another integrated teaching of educational categories.
  The positive attitude of the subjects of educational realization, i.e., children is as important as the selection of appropriate contents and use of the method. For the reason of this, in pronunciation education, we should carry out in parallel

목차

Ⅰ. 머리말
Ⅱ. 체언 어간말 격음 ㅌ, ㅊ의 실현양상
Ⅲ. 지도방안
Ⅳ. 맺음말
참고문헌
ABSTRACT

키워드

표준발음 곡용형 곡용 패러다임 발음교육 교육범주 세분화 탐구학습 통합적지도 태도교육 유추적 평준화