우즈베키스탄 학습자의 한국어 음운구 성조 실현 양상 및 특성 (Realization Patterns and Characteristics of Korean Phonological Phrase Tones by Uzbek Learners)

서지정보

· 발행기관 : 국제한국어교육학회
· 수록지 정보 : 한국어교육 / 36권 / 1호 / 191 ~ 220페이지
· 저자명 : 안성민

초록

This study aims to analyze the realization patterns of Korean prosodic phrasal tones among of Uzbek learners. To this end, learners were categorized by proficiency level, and the influence of the onset, nucleus, and coda of the initial syllable on tonal assignment was examined experimentally. The results showed that beginner-level learners exhibited lower accuracy in tonal assignment, particularly in plain onsets and monophthong nuclei. Intermediate learners were less affected by onset and nucleus types but showed higher error rates when the coda was a resonant consonant. Advanced learners demonstrated relatively stable tonal assignment, with minimal improvement beyond the intermediate level. Additionally, tonal assignment errors in the first syllable were found to influence the second syllable. While proficiency development reduced error rates in the second syllable, errors in the first syllable persisted across all levels. These findings suggest that systematic learning and repetitive practice of first-syllable tonal rules are essential in the beginner stage and that uncorrected tonal assignment errors at the intermediate level risk fossilization in later stages. This study revealed that instructional intervention at the intermediate level is key to improving tonal accuracy and serves as the critical period for tone acquisition.

영어초록

This study aims to analyze the realization patterns of Korean prosodic phrasal tones among of Uzbek learners. To this end, learners were categorized by proficiency level, and the influence of the onset, nucleus, and coda of the initial syllable on tonal assignment was examined experimentally. The results showed that beginner-level learners exhibited lower accuracy in tonal assignment, particularly in plain onsets and monophthong nuclei. Intermediate learners were less affected by onset and nucleus types but showed higher error rates when the coda was a resonant consonant. Advanced learners demonstrated relatively stable tonal assignment, with minimal improvement beyond the intermediate level. Additionally, tonal assignment errors in the first syllable were found to influence the second syllable. While proficiency development reduced error rates in the second syllable, errors in the first syllable persisted across all levels. These findings suggest that systematic learning and repetitive practice of first-syllable tonal rules are essential in the beginner stage and that uncorrected tonal assignment errors at the intermediate level risk fossilization in later stages. This study revealed that instructional intervention at the intermediate level is key to improving tonal accuracy and serves as the critical period for tone acquisition.

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