초분절적 요소의 지도가 학습자의 담화 내 돌출부와 돌출부 단어 강세의 인식과 발화에 미치는 영향

This study examined effects of the instruction of English suprasegmental elements in which a smaller unit, word stress, was taught first and the instruction moved onto larger units, sentence stress and prominence in discourse. The instruction was given to eight 5th graders and eleven 6th graders for ten minutes in each class three times a week during the period of twelve weeks. In each lesson consisting of six periods, word stress was taught in the first two periods, sentence stress in the next two, and prominence in discourse in the last two. The perception and production tests of prominence in discourse were carried out before treatment and every four weeks after treatment. The tests were intended not only to consider the participants’ perception and production of prominent elements in discourse but also to see their stress placement in prominent elements. The results of this study were as follows. The instruction was effective in improving the participants’ ability to perceive and produce prominent elements in discourse. It was revealed that according to sentence type, the participants had the most difficulties perceiving and producing prominent elements in interrogatives followed by imperatives, declaratives and exclamatory sentences in order. As for interrogatives, the participants made more mistakes in yes/no-interrogatives than in wh-interrogatives. In the case of imperatives, it was discovered that the participants erred more when two stressed words came consecutively than when prominent elements were preceded by unstressed words. As for stress placement in prominent elements, the longer a word was, the more errors they made in identifying the location of stress and producing stress. The participants experienced more difficulties perceiving and producing stress in disyllabic nouns with an iambic pattern than those with a trochaic pattern. Based on these findings, pedagogical implications were suggested for teaching prominence in discourse and word stress to young learners.