学习韩语发音

IF 1.6
Daniel R. Isbell, Okhee Park, Kyu-Keon Lee
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引用次数: 11

摘要

本研究调查了36名高等韩语学习者的发音教学在重音、可理解性和语音错误率方面的影响,同时考虑了熟练程度(第二学期初学者、第四学期中级)、第一语言背景(英语、汉语)和任务效应。参与者完成了适合初学者的图片描述,并在前测和后测中大声朗读任务。在八周的时间里,一个治疗组接受了八个小时的针对节段和音节结构特征的指导。10个韩国国家统计局判断学习者的重音和可理解性,并分析学习者的语音错误。无论是否接受指导,初学者的重音、可理解性和错误率都有所提高。对于中间体,对照组在可理解性或重音方面没有发展,而治疗组则倾向于提高可理解性。中级学生在语音错误率方面的改善微乎其微。L1对重音和可理解性的影响微乎其微,但汉语学生的音节结构错误较多。语音错误和可理解性/重音之间的联系因结果任务和L1而异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning Korean pronunciation
This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.
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来源期刊
CiteScore
2.60
自引率
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