외국인을 위한 한국어 발음 교육의 과제-겹받침 발음 교육을 위한 기초 음운론

The Study of Teaching Korean Pronunciation to Foreigners-Final Double Consonants' Pronunciation in Korean Syllable

鄭潤道(Yun-Do Chung)

韓語標準發音教育 ； 音韻規則 ； 複合尾音 ； 한국어 표준발음교육 ； 음운현상 ； 겹받침 ； Teaching Pronunciation of Korean ； Phonological Rules ； Final Double Consonants

韓國學報

26期（2014 / 12 / 01）

1 - 31

韓文

人類所使用的眾多語言中，採用音素文字為音韻的韓語，相較於其他語言，倂字音韻與讀音音素展現出具有一致性的特質，韓語因此擁有比其他語言更加明確的標準語發音範圍。韓國教育部頒布《標準語規定》，並以其爲依據，維護韓語發音的正確性。目前韓國國民小學國語課程的綱要編制分為「寫作．口說．聽力」以及「閱讀」。「閱讀」這一項目特別被獨立出來，說明了發音敎育的重要性。現行韓語發音敎育，不分國內韓國人或海外外國人，均依《標準語規定》爲準則實施。不過在現代韓語中使用的複合尾音共有／ㄳ、ㄵ、ㄶ、ㄺ、ㄻ、ㄼ、ㄽ、ㄾ、ㄿ、ㅀ、ㅄ／等11個。它在音節結構上扮演的角色和其他子音不相同，除了僅出現在單字的語末及子音前尾音的位置，不能成爲母音前的補音角色，因而各以終聲代表音［ㄱ,ㄴ,ㄹ,ㅁ,ㅂ］等一音韻方式來發音，引起了許多複雜的發音問題。在本文中，筆者一向身為外國人的台灣人實施發音教育的敎師之立場，列出教學上所面臨的困難，並進而分析複合尾音的組合結構（綴字法）、採用代表音以及音韻變化之產生原由，對於複合尾音發音敎育相關的全盤性檢討，以做為將來實施發音敎育之參考。

There are many human languages in the world, Korean is the language that uses phonemic writing as the phonology. Comparing to other languages, Korean shows consistency of phonological spelling and pronunciation of phoneme, so that Korean could be pronounced more precisely when compared to other languages. We could pronounce maintain correctly according to 'The Regulation of Korean Pronunciation Standard' that proclaimed by Republic of Korea Minister of Education. At the present time, Korean course descriptions of elementary education in Korea are divided into writing, speaking, listening and reading. Especially, promoting independence in 'reading', which means that the importance of pronunciation teaching. There is no real differences between local and international Korean pronunciation teaching nowadays because it is based on the 'The Regulation of Korean Pronunciation Standard'. In modern Korean, there are 11 final double consonants which refer to 'ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄽ, ㄾ, ㄿ, ㅀ, ㅄ'. The roles in a syllable of final double consonants are different from other consonants because they never occur in the initial position, only can occur in final position of a syllable. To pronoun ce a final double consonants, they should be pronounced as a representative sound which refers to 'ㄱ,ㄴ,ㄹ,ㅁ,ㅂ'; therefore it would occur many pronunciation problems. In this essay, the author listed some difficulties in teaching Korean pronunciation to Taiwanese students as foreigners. Also, analyzing the syllables of final double consonants that was based on representative sound and the theory of pronunciation and then the author investigated the teaching the pronunciation of Korean final double consonants as a guideline of teaching pronunciation for future.

1. 김승곤(1996).겹받침 중 ㄵ,ㄾ에서 ㄴ과 ㄹ이 발음되는까닭 고찰.말소리,31-32
2. 김연희(2011).형태적 구성에 나타나는 겹받침 발음연구Ι─표준발음을 중심으로.겨레어 문학 제,46
3. 김은정(1999).15 세기의 初聲 合用竝書.崇實語文,15,67-92.
4. 李熙昇(1989).민중엣센스 국어사전.????.
5. 연세대학교 언어정보개발연구원(2006).연세한국어사전.????.
6. 이기문(1985).國語音韻史硏究.國語學會.
7. 이지호(1997).서울대학교교육대학.
8. 이창덕(2012).국어 겹받침 발음의 원리와 교육에 관하여.한국초등국어교육 제,49
9. 정연찬(1999).개정 한국어음운론.
10. 정재설(2007).군산대학교 교육대학원.
11. 하호빈(2008).홍익대학교국어국문학과.
12. 허용,김선정(2009).외국어로서의 한국어 발음 교육론.???.
13. 허웅(1979).國語音韻學.正音社.
14. 홍종선(1982).국어 겹받침의 연구.語文論集,23,476-493.