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The acquisition status of Japanese initial voiced plosive of Korean learners -Focused on VOT of Spontaneous Speech

  • The Japanese Language Association of Korea
  • Abbr : JLAK
  • 2018, (57), pp.155-170
  • DOI : 10.14817/jlak.2018.57.155
  • Publisher : The Japanese Language Association Of Korea
  • Research Area : Humanities > Japanese Language and Literature
  • Received : June 26, 2018
  • Accepted : August 10, 2018
  • Published : September 20, 2018

JIN JONG BOK 1 Kwangjoon Min 2

1인천대학교
2건국대학교

Accredited

ABSTRACT

This study describes the acquisition status of Japanese initial voiced plosive of Korean learners using spontaneous speech, the descriptive contents and the pronunciation teaching method of Japanese initial voiced plosive’s VOT in the commercial Japanese voice textbook. As a result, the following facts were confirmed. First, most of Korean learners were acquiring Japanese initial voiced plosive as +VOT. The longest +VOT value appears in the phonetic environment where the point of articulation is the soft palate and the subsequent vowel is /i/ whereas the longest -VOT value appears when the point of articulation is the alveolar ridge and the subsequent vowel is /e/. Second, the value and frequency of -VOT were higher in the pronunciation of learners who had no residential experience in Japan compared to those who had lived in Japan. Third, the VOT value of Japanese initial voiced plosive by both Korean learners and Japanese speakers have most distributed in the range of 0ms to 50ms in common, but in terms of the proportion , Korean learners’ were higher than Japanese speakers'. Fourth, commercial Japanese voice textbooks describe Japanese initial voiced plosive as -VOT, and suggest learners pronounce it by adding ‘ん’ or a vowel before the voiced stop. But it is necessary to modify and complement the explanation and the pronunciation teaching method of VOT considering the fact that +VOT appears in the pronunciation of most Japanese speakers and Korean learners, and it is also necessary to examine the validity and the need for improvement of existing pronunciation teaching methods.

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