한국어 학습자의 평폐쇄음 뒤 경음화 실현 양상 및 교육 방안에 대한 일고찰

A Study on the Korean Learners’ Realization Aspect and Teaching Methods of Glottalization after Obstruent

This paper investigated the realization aspect in glottalization after obstruent of Korean learners. Based on this we attempted to critically examine the practice materials related to glottalization after obstruent which were presented in previous discussions. The subjects of this study are Korean language learners who are Chinese, Mongolian and Vietnamese native speakers. In summary, findings are as below. First, we investigated the foreign learner’s errors in pronunciation of fortis consonants and glottalization after obstruent. As a result, we found there was a difference between beginner learners and advanced learners' errors in pronunciation of fortis consonant, but not in glottalization after obstruent. From this, we figured out that the beginner learners who do not have accurate pronunciation of the fortis consonant can realize the glottalization after obstruent relatively well. This means that it is not a meaningful exercise to practice the pronunciation of fortis consonants in order to improve the pronunciation of glottalization after obstruent. It only focused on the consequences of phonological alternation. Second, we examined the VOT and the closure duration in the realization of glottalization after obstruent from the foreign learners. As a result, it is confirmed that the closure duration is a more important factor for the realization of the glottalization after obstruent than the VOT. This means that it is necessary to develop practice materials focussing on the pronunciation of the last phoneme of preceding syllable(C1), unlike existing materials where attention is paid only to pronouncing the first phoneme from following syllable(C2). Third, when the foreign language learners realize the glottalization after obstruent, if the closure duration which is formed by the last consonant of the preceding syllable is an important cue, the Elimination of the preceding consonant in two successive consonants with the same articulation place is not suitable as an educational content for teaching Korean pronunciation. Because Elimination of the preceding consonant in two successive consonants with the same articulation place is likely to be an obstacle to realize the glottalization after obstruent.