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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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소장정보 검색

국회도서관 홈으로 정보검색 소장정보 검색
결과 내 검색 동의어 포함
결과 내 검색 동의어 포함

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Title Page

Abstract

Contents

Chapter Ⅰ. Overview 12

Ⅰ.1. Background 12

Ⅰ.2. Review of literature 14

/θ/ sound 15

/ð/ Sound 16

Ⅰ.3. Research questions 16

Chapter Ⅱ. Language Learning 19

Ⅱ.1. Interlanguage 19

Ⅱ.2. Substitution 21

Ⅱ.3. Fossilization 22

Ⅱ.4. The Markedness Phenomenon 24

Chapter Ⅲ. Experiments 26

Ⅲ.1. Experiment 1: Acoustic Analysis of Learner Speech 27

Ⅲ.1.1. Speech materials 27

Ⅲ.1.2. Subjects 27

Ⅲ.1.3. Procedure 28

Ⅲ.1.4. Analysis 28

Ⅲ.1.5. Results 36

Ⅲ.2. Experiment 2: Listening Test for Learner Perception 39

Ⅲ.2.1. Speech materials 39

Ⅲ.2.2. Procedure 39

Ⅲ.2.3. Results 39

Ⅲ.3. Experiment 3: Native Listener Evaluation of Learner Speech 41

Ⅲ.3.1. Procedure 41

Ⅲ.3.2. Results 42

Chapter Ⅳ. Discussion 44

Ⅳ.1. Summary of the results 44

Ⅳ.2. Implications and answers to the research questions 45

Ⅳ.3. Limitation and future research 47

Chapter Ⅴ. Conclusion 48

References 49

Table 1. Empiric articulation test results. 37

Table 2. Native listener evaluation results. 42

Figure 1. Interlanguage Diagram. 20

Figure 2. The pronunciation of the word "thumb" by the native speaker. 29

Figure 3. The pronunciation of the word "thumb" by an Uzbek speaker. 30

Figure 4. The pronunciation of the word "thumb" by an Uzbek speaker. 31

Figure 5. The pronunciation of the word "tooth" by an Uzbek speaker. 32

Figure 6. The pronunciation of the word "tooth" by the native speaker. 32

Figure 7. The pronunciation of the word "smooth" by the native speaker. 33

Figure 8. The pronunciation of the word "smooth" by an Uzbek speaker. 33

Figure 9. The pronunciation of the word "smooth" by an Uzbek speaker. 34

Figure 10. The pronunciation of the word "that" by the native speaker. 35

Figure 11. The pronunciation of the word "that" by an Uzbek speaker. 36

Figure 12. Results of acoustic evaluation of spectrogram comparison. 36

Figure 13. The distribution of substitutions among phonemes. 38

Figure 14. Listening comprehension test results. 40

초록보기

 While markedness in phonological theory has a long history (Lacy, 2006), additional study is needed on marked phonemes as used by Uzbek students, since important questions remain unexplored. Our study involved reviewing previous research conducted by fourteen Uzbek linguists, who found interdental fricatives to be challenging for Uzbek students, but did not specifically address the Markedness phenomenon. In order to gain more insights into how Uzbek students master marked phonemes, such as the interdental fricatives /θ/ and /ð/, we will investigate how the position of these phonemes affects Uzbek learners' pronunciation and whether they pose the same challenges in production and perception for Uzbek students. Additionally, we aim to determine which phonemes are preferred in place of interdental fricatives in substitution by Uzbek students. To find answers to these questions and to identify coping strategies and distinctive characteristics in acquiring marked interdental fricatives, we conducted three experiments: acoustic analysis of learner speech, listening test for learner perception, and native listener evaluation.

To analyze the speech of learners, we requested eleven Uzbek students who were either seniors or graduates majoring in English to recite a list of eighteen words that consist of challenging sounds. To ensure a natural speech setting, we added more words for the students to read. From the collected voice data, we selected four words (thumb, that, tooth, and smooth) out of the eighteen that included interdental fricatives, and evaluated the acoustic data using Praat software, analyzing features such as friction, intensity, and voicing bar in spectrograms. The results revealed pronunciation errors with marked interdental fricatives among Uzbek students. Despite being English majors who had taken pronunciation courses, they still made mistakes with these phonemes. During the experiment, it was found that 38.6% of the participants struggled with correctly pronouncing interdental fricatives. However, when their listening comprehension was tested using six sets of minimal pairs of words with interdental fricative sounds, the participants performed much better, with 93.9% of the answers being correct. The words were played in a randomized order using native English pronunciation, and the participants had to identify and arrange them in the correct order as they were played one at a time.

The experimental findings of the two tests conducted yielded disparate results, necessitating the aid of English native speakers to assist in the interpretation of the data. Subsequently, three analysts listened to the voice recordings and were instructed to analyze the information with a bias toward our research objectives. The research objectives and the issue at hand were effectively conveyed to the native speakers. The voice recordings of the study participants were then randomly distributed to the native speakers for evaluation. The resulting scores were collated, analyzed, and compared with the findings of the previous experiment. The three English native speakers' assessments were in concurrence with one another, and the incidence of mispronunciation was lower (36.3%) than our initial findings (38.6%). In conclusion, the study's findings supported the proposition that some participants encountered difficulties with the enunciation of interdental fricatives.

In language acquisition, there can be a disparity between the skill levels of perception, via listening, and production, via speech. "Perception and production may dissociate during the early stages of learning, or […] production might only improve once more accurate perceptual representations form" (Nagle, 2018). Some language learners may have a better ability to perceive and recognize sounds and patterns in a language but struggle with their accurate production. Additionally, "If the errors were due to articulatory difficulty or a phonological process, we would not expect to find parallel problems of perception" (Brannen, 2011). The discrepancy between the perception and production abilities of Uzbek students in regards to producing marked interdental fricatives is significant, with a difference of 30.2%. This finding highlights the challenges faced by learners in acquiring language proficiency.

Furthermore, the study found that Uzbek students typically face more difficulty pronouncing interdental fricatives in the final position compared to the initial position. This aligns with Mousa's (2014) suggestion that "the difficulty in producing the sound /ð/ at the end of words may have less to do with markedness restrictions and more to do with word unfamiliarity." Moreover, Uzbek students heavily rely on substitution when addressing this issue, often using alveolar fricatives /s/ and /z/ as substitutes for interdental fricatives /θ/ and /ð/.

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