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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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While diagnosing the accuracy-level of English pronunciation perception and production ability of elementary school students with a focus on front/back tension/lax vowels /i, ?, u, ?/, this study addresses the following questions: Do students perceive the distinctive features of the front/back tense/lax vowels /i, ?, u, ?/? Do the students produce the front/back tense/lax vowels /i, ?, u, ?/ correctly? Is there any correlation between their perception and production accuracy?
The primary concern of this study was to provide English teachers with the students' actual state or perception and production ability. This acoustical analysis will be of help in identifying what and how distinctive features of the front/back tense/lax vowels /i, ?, u, ?/ should be emphasized in teaching and learning English pronunciation. This study was carried out with 28 sixth graders classified into two levels of high/low and male/female. Vowel duration and formant frequencies were measured using Praat. The results indicate that only members of the high-level male group were able to perceive and produce the distinctive features of the vowels, with the other groups depending on long/short features to identify the differences in the vowels rather than tense or lax. It is argued that English learners in elementary schools should be taught the distinctive features of the vowels based on scientifically-diagnosed acoustic data even in a communicatively-oriented curriculum. Finally, some suggestions are made for effective pronunciation teaching and further research.
The primary concern of this study was to provide English teachers with the students' actual state or perception and production ability. This acoustical analysis will be of help in identifying what and how distinctive features of the front/back tense/lax vowels /i, ?, u, ?/ should be emphasized in teaching and learning English pronunciation. This study was carried out with 28 sixth graders classified into two levels of high/low and male/female. Vowel duration and formant frequencies were measured using Praat. The results indicate that only members of the high-level male group were able to perceive and produce the distinctive features of the vowels, with the other groups depending on long/short features to identify the differences in the vowels rather than tense or lax. It is argued that English learners in elementary schools should be taught the distinctive features of the vowels based on scientifically-diagnosed acoustic data even in a communicatively-oriented curriculum. Finally, some suggestions are made for effective pronunciation teaching and further research.
목차
Ⅰ. 서론
Ⅱ. 선행 연구 및 연구의 필요성
Ⅲ. 모음 인지 테스트
Ⅳ. 모음 발화 테스트
Ⅴ. 결론 및 제언
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Abstract
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