중국인 학습자를 위한 운율적 요소 교육

• 영문명: Prosodic Element Education for Chinese Learners: Focusing on the Perceptual Strictness of Korean and Chinese on the Prosodic Elements from Chinese Learners’ Speaking
• 발행기관: 국제한국어교육학회
• 저자명: 가맹맹
• 간행물 정보: 『한국어교육』32권 1호, 1~25쪽, 전체 25쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2021.03.31

영문 초록

This study analyzed the perceptual strictness of Korean and Chinese on the realization of prosodic elements of Chinese Korean learners. Seven Chinese speakers and seven Korean speakers judged the performance of 15 Chinese examinees on three tasks (reading, describing, narrating) by the nature of pitch change, the nature of pause, and the nature of speech speed, and the results were analyzed by FACETS. The study results show the following: first, Chinese learners need to pay more attention to the change of pitch (intonation), but do not need to excessively pursue the accuracy of pause and speech speed, which are related to fluency. Second, learners should learn prosodic elements from the beginning of the study. Third, in the practice of prosodic elements, the type of task does not significantly affect the effectiveness of the exercise.

목차

1. 머리말

2. 선행연구 검토

3. 실험 대상 및 방법

4. 결과 분석

5. 결론

참고문헌

키워드

다국면 라쉬 모형 운율적 요소 중국인 학습자 지각적 엄격성 한국어교육 Multi-faceted Rasch Model Prosodic Elements Chinese Learners Perceptual Strictness Korean Education