Earticle

This study investigates the phonetic realizations of Korean vowels /ㅔ/ and /ㅐ/ produced by Chinese and English learners of Korean at beginner and advanced levels of proficiency. Further, it tests the extent to which acoustic similarity between L1 and L2 sounds is crucial in predicting easy/difficult perception and production of L2 sounds. Although Korean vowels /ㅔ/ and /ㅐ/ used to be two separate phonemes in Korean, Korean speakers no longer distinguish them due to the merger of these two vowels. The results from this production study reveal two findings. Firstly, the L1 influence on L2 production is partially supported for learners of Korean in that English learners of Korean do not differentiate Korean [에] and [애] in durational and spectral cues in their production. Secondly, the advanced Chinese learners exhibited hypercorrection in that they produce the Korean vowel /ㅔ/ very distinctively from /ㅐ/. These findings suggest that acoustic similarity alone cannot predict the likelihood of easy/difficult production of L2 sounds contra Flege’s (1995) Speech Learning Model (SLM) and Escudero et al.’s (2004) Second Language Linguistic Perception Model. They indicate that teaching method also plays a crucial role in second language acquisition.

This study investigated how Japanese learners of Korean perceive the similarity of stop sounds between the Korean and Japanese languages. The results found, compared to the beginner’s group, the advanced group showed a lower rating value for the similarity for the same stimulus sound, and the learners with a higher perception ability distinguished lower similarities, even among the inner groups of the beginner’s and advanced group. This study also investigated how the related information in the native language affects how the learners perceive lenis consonants in word-medial position in the Korean language, as Japanese stop sounds are divided into two sounds depending on [±voiced] feature, whereas Korean stop sounds do not have a voiced sound in word-initial consonantal context, but the lenis consonants go through voicing in word-medial position. In result, Japanese learners tend to perceive the lenis consonants in word-medial position much better than other sounds, and it was shown that the related information in native language had played a positive role in perceiving Korean word-medial consonants.

본 연구는 국내 참가자 164명을 대상으로 목격자 기억에 영향을 미칠 수 있는 청각적인 요인에 대하여 조사하였다. 본 연구에서는 무관련 소리 효과를 근거로 범죄 목격 당시 목격자가 사람의 말소리를 듣게 되면 범인의 얼굴에 대한 목격자의 기억 정확도가 저하될 것이라 예상하였다. 또한 말소리의 유형을 모국어 말소리와 비모국어 말소리, 범죄를 목격하는 상황적 맥락과 일치 또는 불일치하는 말소리로 세분화하여 그 효과를 알아보았다. 본 연구는 말소리의 종류(4: 말소리 부존재, 비모국어 말소리, 의미일치 모국어 말소리, 의미불일치 모국어 말소리) x 영상의 종류(4: 편의점 배경 영상, 집 배경 영상, 동아리방 배경 영상, 피씨방 배경 영상) x 라인업 내 진범 존재 여부(2: 진범 존재, 진범 부존재)의 혼합 설계였다. 참가자간 변인은 말소리의 종류였으며, 참가자내 변인은 영상의 종류와 라인업 내 진범 존재 여부로, 각 참가자는 총 4번의 식별 시행을 경험 하였다. 연구 결과, 목격자 기억에 대한 말소리 종류의 유의미한 효과는 나타나지 않았다. 그러나 본 연구에서 나타난 말소리 종류의 무효과(null effect)가 반복되는 시행으로 인한 연습 및 학습효과, 습관화 때문일 가능성을 고려하여, 첫 식별 시행에 대한 결과만을 대상으로 탐색적 분석을 진행하였다. 탐색적 분석 결과, 비모국어 말소리 집단이 말소리 부존재 집단에 비해 유의미하게 낮은 기억 정확도를 보임을 확인할 수 있었다. 반면 모국어 말소리 집단들과 말소리 부존재 집단 간 차이는 유의미하지 않았다.

This study investigated the auditory factors that could influence eyewitness memory, using 164 domestic participants. The study hypothesized that the presence of human speech during a crime witness event would reduce the accuracy of the eyewitness's memory of the perpetrator’s face, based on Irrelevant Sound Effect. It also examined the effects of speech types, including native and non-native speech, and speech that was either congruent or incongruent with the crime context. The study employed a mixed design with four speech types (no speech, non-native speech, congruent native speech, incongruent native speech), four video backgrounds (convenience store, home, club room, PC room), and two conditions for the presence of the perpetrator in the lineup (perpetrator present, perpetrator absent). The study found no significant effects of speech types on eyewitness memory. However, considering that the null effect observed might be due to practice and learning effects or habituation from repeated trials, an exploratory analysis was conducted focusing only on the results from the first identification trial. The exploratory analysis revealed that the non-native speech group showed significantly lower memory accuracy compared to the no-speech group. In contrast, there was no significant difference between the native speech groups and the no-speech group.

본 연구는 한국어 수업에서 교수자가 사용한 학습자 모어가 한국어 학습에 어떤 영향을 미치는지를 분석하였다. 학습자의 특성이 쓰기 오류율에 영향을 미치는지, 각 변인의 개별적인 주효과(main effect) 뿐만 아니라 둘 이상 변인들 사이의 상호작용효과(interaction effects)를 분석하였다. 이에 한국어를 배우는 중국 학습자 119명으로부터 수집한 질적 자료를 양적으로 분석하였다. 분석 결과, 교수자의 학습자 모어 사용은 문법오류율에서 주효과가 있는 것으로 나타났으며(F= 25.012, p<.001), 상호작용효과는 ‘모어×한국어수준’이 통계적으로 유의미한 효과가 있는 것으로 나타났다(F= 9.871, p<.01). 이 연구결과는 제2 언어에 대한 학습결핍과 중도포기하려는 학습자들에게 지속적으로 학습을 유도할 수 있는 필수적인 도구임을 알 수 있었다.

This study analyzed the effect of teacher’s usage of students’ mother tongue during a Korean language class, on their learning Korean. It investigated whether learners’ characteristics influenced the rate of writing errors. Furthermore, the interaction effects between two or more variables were analyzed as well as the individual main effect of each variable. Qualitative data were collected from 119 Chinese speakers learning Korean to conduct a quantitative analysis. The analysis revealed that the teacher’s usage of learners’ mother tongue significantly affected the rate of grammatical errors (F= 25.012 p<.001). The interaction effect, “mother tongue×Korean language level,” displayed a statistically significant effect (F= 9.871, p<.01). The results of this study will serve as essential tools to encourage learners with second language learning difficulties or those intending to quit studying, to continue their learning.

Among the many factors that affect the seech perception, the present study aims to examine lexical effect on non-native perception of foreign accented speech and its interaction with language proficiency. A majority of previous studies on foreign accent have largely put an focus on speech production factors such as the first language, age of learning and length of residence. Relatively small amount of work has been accumulated in the field of foreign accent perception. In the present study, English native listeners and advanced and intermediate learners of English participated in an auditory foreign accent rating experiment. They listened to the target stimuli and rated the foreign accent by clicking an appropriate button in a seven-point scale presented on the screen. The lexical information such as token frequency turned out to be an factor affects the foreign accent perception. Also, results revealed the significant effect of lexical frequency and language proficiency and their interaction: high frequency words were consistency rated as less accented than lower frequency ones in English native and advanced learners of English, but not in intermediate learners of English.

This research aims to explore more efficient way of teaching Korean for Japanese learners. In particular, our focus is on the effect of Sino‐Japanese vocabulary in the acquisition of Korean language by Japanese native learners. Vocabulary learning frequently considered one of the most important factors in efficient language learning. In many cases, the so‐called Sino‐Korean vocabulary stock shared their meanings and pronunciation with the Sino‐Japanese ones. Since Chinese characters are ideograms, they have outstanding ability in forming new words, i.e. word‐formation. However, the abandoned in the process of the Koreanization, and only the pronunciation is retained. To improve this situation, development of teaching materials and methods of Sino‐Korean for Japanese is important. Although, of previous research mostly claims that the most effective method is to simply write Sino‐Korean in Japanese characters, there is little research that addresses these assumptions critically and examines their importance. The aim of my research is to investigate understanding of Sino‐Korean words among Japanese‐speaking learners of Korean through surveys. As a result of the survey, Japanese native learners of Korean often misunderstandthe meaning of Sino‐Korean words, even if the Japanese and Koreanreading of the Chinese character is very similar.

本稿は、日本人韓国語学習者における韓国語漢字語語彙の推測能力について検討することを目的に行ったアンケート調査のパイロットテストの結果を報告するものである。漢字は、表意文字という特性から未知の単語も容易に推測できるという利点を持っているが、表音文字であるハングルで表記されることによって漢字の持つ表意的特性が消え、漢字の音声情報のみを表す。それによって日本語や中国語など漢字語圏の学習者が本来持っているはずの漢字語推測能力を発揮できず、それが漢字語語彙であるにも関わらず学習が困難である。先行研究においては漢語と漢字語の対応関係が明らかにされており、日本人のための韓国語教材においては漢字語語彙に対応する漢字を併記するべきであるという主張がなされているが、現在日本人韓国語学習者の漢字語語彙に関する推測能力に関して実質的な調査を行っている研究は現状として非常に少ない。そこで本稿では、日本人韓国語学習者における漢字語語語彙の推測能力及び先行研究において言及されている教材における漢字語併記の有用性を調査すべくアンケート調査を実施することにした。本格的な調査を実施するにあたり、アンケート用紙を作成し、高麗大学韓国語文化教育センターで韓国語正規過程3級を履修している日本人学生10人に対してパイロットテストを行った。その結果、漢字語語彙に対し、被験者は漢字語の推測能力を十分に発揮していないという結果が得られた。

The first purpose of this study was to investigate if the amount of native language use affects the ultimate level of attainment in English articles. Twenty-eight native Koreans who immigrated to America at an average age of 5.45 were assigned to one of the two groups. The participants in the two groups were matched for age of arrival in America, chronological age, and length of residence, but only differed according to self-reported percentage use of their L1 per day. The participants in ‘the low L1 use’ group were found to perform significantly better than those in ‘the high L1 use’ group on a cloze article test. The second purpose was to examine if early exposure to English before seven ensures native-like performance in the article test. The native English participants were found to excel the Korean participants on the test. The third purpose was to explore the relative impact of the two variables - age of arrival and amount of L1 use - on the ultimate attainment level in English articles. The amount of L1 use was found to be a more important predictor of the participants' article test scores. These findings challenge the CPH view that the state of the brain maturation at the time of first exposure to an L2 is a sole determiner of ultimate success in L2.

The study explored the influence of raters’ language background on their rating. The raters in the research were divided into 4 groups: Chinese Han group (CC), China Korean group (CK), Korean raters who are familiar with Chinese (KC) and who are not (KK). First, by Multi-facet Rasch Measurement, the result showed that raters show greater difference in severity when rating organization compared with grammar. Then, the comparison of ratings within groups was made. The results were as follows. In rating grammatical items, no significant difference among groups was found. However the interview after the research showed that some raters were actually influenced by their language background. In rating organization part, different results appeared. When examining all the items, there was no difference. But when the item “the overall organization” was examined, there was significant difference between Chinese raters (CC+CK) and Korean raters (KK+KC). And the difference exited between CC and KK as well. It can be seen that raters’ L1 does bring influence on the item rating. Besides, the ratings between KK and KC were compared. The results showed no significant difference. Further improved by the subjective statements and interview, it can be seen that for Korean raters their native language still plays a decisive role in rating.

본고는 외국인 학습자의 모국어를 활용한 수업이 학생들의 한국어 말하기 효능감에 미치는 영향을 연구하였다. 베트남어를 모국어로 하는 외국인 유학생을 대상으로 진행하였으며, 사전검사를 통해 동질집단을 확인한 후 사후 검사를 통해 실험의 효과를 확인하였다. 사전 검사 결과 한국어 실력의 차이가 없는 두 집단을 대상으로 실험집단은 수업 진행에 필요한 말을 학생들의 모국어인 베트남어로 진행하였고, 통제집단은 한국어로만 수업이 이루어졌다. 총 1개 학기(10주)에 걸쳐 실험이 진행되었다. 그 결과 실험집단이 통제집단에 비해 한국어 말하기 효능감이 상승한 것으로 확인되었다.말하기 효능감의 향상은 궁극적으로 말하기 능력의 향상으로 이어질 것으로 기대된다. 따라서 향후 한국어 수업에서 학습자의 모국어를 활용한 수업진행이 보다 더 긍정적으로 검토되어야 할 것이다.

This study investigated the effect of foreign learners' native language classes on students' Korean speaking efficacy. This study was conducted for foreign students whose native language is Vietnamese, and after confirming the homogeneous group through a pre-test, the effect of the experiment was confirmed through a post-test. As a result of the pre-test, for two groups with no differences in Korean proficiency, the experimental group conducted the lessons necessary for the course in Vietnamese, the native language of the students, and the control group taught only Korean. The experiment was conducted over a total of one semester (10 weeks). As a result, it was confirmed that the experimental group showed an increase in Korean speaking efficacy compared to the control group. The improvement in speaking efficacy is expected to ultimately lead to an improvement in speaking ability. Therefore, in the future, the course progress using the learner's native language in the Korean language class should be more positively reviewed.

本稿は、日本人韓国語学習者における韓国語漢字語語彙の推測能力について検討することを目的に行ったアンケート調査のパイロットテストの結果を報告するものである。漢字は、表意文字という特性から未知の単語も容易に推測できるという利点を持っているが、表音文字であるハングルで表記されることによって漢字の持つ表意的特性が消え、漢字の音声情報のみを表す。それによって日本語や中国語など漢字語圏の学習者が本来持っているはずの漢字語推測能力を発揮できず、それが漢字語語彙であるにも関わらず学習が困難である。先行研究においては漢語と漢字語の対応関係が明らかにされており、日本人のための韓国語教材においては漢字語語彙に対応する漢字を併記するべきであるという主張がなされているが、現在日本人韓国語学習者の漢字語語彙に関する推測能力に関して実質的な調査を行っている研究は現状として非常に少ない。そこで本稿では、日本人韓国語学習者における漢字語語語彙の推測能力及び先行研究において言及されている教材における漢字語併記の有用性を調査すべくアンケート調査を実施することにした。本格的な調査を実施するにあたり、アンケート用紙を作成し、高麗大学韓国語文化教育センターで韓国語正規過程3級を履修している日本人学生10人に対してパイロットテストを行った。その結果、漢字語語彙に対し、被験者は漢字語の推測能力を十分に発揮していないという結果が得られた。

This research aims to explore more efficient way of teaching Korean for Japanese learners. In particular, our focus is on the effect of Sino?Japanese vocabulary in the acquisition of Korean language by Japanese native learners. Vocabulary learning frequently considered one of the most important factors in efficient language learning. In many cases, the so?called Sino?Korean vocabulary stock shared their meanings and pronunciation with the Sino?Japanese ones. Since Chinese characters are ideograms, they have outstanding ability in forming new words, i.e. word?formation. However, the abandoned in the process of the Koreanization, and only the pronunciation is retained. To improve this situation, development of teaching materials and methods of Sino?Korean for Japanese is important. Although, of previous research mostly claims that the most effective method is to simply write Sino?Korean in Japanese characters, there is little research that addresses these assumptions critically and examines their importance. The aim of my research is to investigate understanding of Sino?Korean words among Japanese?speaking learners of Korean through surveys. As a result of the survey, Japanese native learners of Korean often misunderstandthe meaning of Sino?Korean words, even if the Japanese and Koreanreading of the Chinese character is very similar.

본 연구는 한국어 모어 화자의 언어태도와 인식이 한국어 학습자의 구어 유창성에 영향을 받는지 그리고 그렇다면 이 둘은 서로 상관관계를 보이는지 검토하는 데 목적이 있다. 이를 탐구하기 위해 21명의 한국어 학습자의 구어 발화를 수집하여 그 유창성 정도를 평가하였다. 40명의 한국어 모어 화자가 언어 태도를 측정하기 위해 개발된 설문에 참여하였다. 결과를 보면, 한국어 학습자의 구어 유창성과 한국어 모어 화자의 언어 태도는 서로 상관관계를 보였다. 구어 유창성의 다섯 개 요인(어휘, 문법, 발음, 발화 속도, 초분절음)은 언어 태도의 네 영역과 모두 상관관계를 보였다. 발화 속도(발화의 속도, 말더듬, 반복, 그리고 긴 휴지)는 언어 태도의 다른 영역보다 우월성과 신뢰성에 영향을 주었다. 그리고 초분절음(억양, 악센트, 그리고 리듬)은 다른 언어 태도 영역보다 사회적 매력에 영향을 주었다.

This study aims to investigate if native Korean speakers’ attitudes and perception would be affected by how naturally and fluently Korean learners speak. If so, how these two correlated. To investigate this, 21 of Korean L2 learners‘ speaking recordings were collected and assessed its verbal fluency, 40 of Korean native speakers participated questionnaire which is developed to measure their Language attitudes. The results show that Korean L2 learners’ verbal fluency and native Korean speakers’ language attitudes are correlated. All five elements of verbal fluency(vocabulary, grammar, pronunciation, speech rate, suprasegmental phoneme) are correlated with all four fields of language attitudes. Learner’s vocabulary and grammar affect language attitudes overall. Speech rate(speed of speaking, stuttering, repetition, and long pause) affects superiority and reliability more than other fields of language attitudes. And Suprasegmental phoneme(intonation, accent and rhythm) affects social attractiveness more than other fields of language attitudes.

This study aimed to explore the cross-linguistic variations of Korean vowels in second language speech learning for advanced Chinese learners. Evaluations of the perceived phonetic similarities of Chinese vowels by Korean listeners and acoustic analysis of formant values (in Hz) were conducted to establish an empirical basis for pronunciation instruction. In this paper, the most difficult vowels for learners to acquire included /o, u/ because of L1 interference. The Chinese “wo[o], wu[u]” in Pīnyīn were perceptually categorized into more than three phonemes or vowel sequences in Korean. Most interestingly, the formant values of [ʌ] in Korean and “哦[ə] (‘o’ in Pīnyīn)” in Chinese, which means the exclamation “ah!” are almost identical so that this fact could have caused a possible positive transfer in phonetic acquisition; however, some Chinese speakers made errors of a Korean /ʌ/; that is, they did not discern the phonetic similarities between the Korean [ʌ] and Chinese [ə]. Therefore, it is important to not only contrast the phoneme system between L1 and L2 but to find the allophonic variations within the target language.