초등학교 국어과 발음 지도 연구

A Study on Pronunciation Instruction under Elementary Korean Language Education

The purpose of this study is to consider and analyze the current method of pronunciation instruction from critical views and thereon find and apply effective ways of such instruction which would be actually helpful. In Chapter Ⅱ, the study sought to find problems of the current method of pronunciation instruction by reviewing related curricular courses, textbooks and written instructions for teachers. Then the researcher made a field questionnaire survey of teachers and children in regard to requirements and tasks of pronunciation instruction. The chapter makes the following descriptions. First, contents of curricular courses and textbooks in relation to pronunciation instruction should be organized under mutually clear associations. Especially, those contents of textbooks are needed to be reorganized to ensure that pronunciation instruction becomes the goal of actual classes. Second, written instructions for teachers should be supplemented with additional contents to be materials fully supporting pronunciation instruction. Third, it was found in the questionnaire survey that both teachers and children were having difficulty in instructing or learning pronunciation. Thus it is necessary to develop relevant supplementary materials, activities of teaching and learning pronunciation, relevant instruction models and a pronunciation evaluation sheet which is designed to diagnose and correct the pronunciation of individual children in accordance with their difference. Considering tasks of pronunciation instruction described in the chapter Ⅱ, Chapter Ⅲ provided examples of the preparation and use of a pronunciation evaluation sheet and a written survey to diagnose pronunciational conditions of elementary school students. The researcher used the pronunciation evaluation sheet and the written survey, she prepared, to examine 67 children in their 6th grade of an elementary school where she was serving. In Chapter Ⅳ, the researcher developed a model of the integrated teaching and learning of pronunciation and applied it to actual classes. In this study, the model was defined as a method of pronunciation instruction that helps integrally perform pronunciation-related activities in association with speech function or speech knowledge. And the study tried to provide such activities for each of the steps of the model. The model consists of five stages which are not sequential, but flexible in accordance with the condition of instruction. In conclusion, this study is may be significant in that it considered problems of the current method of pronunciation instruction from critical views and thereon developed the pronunciation evaluation sheet and the model of teaching and learning pronunciation, both of which could be actually useful.