국어 음운 변이의 사회언어학적 연구

Abstract

No languages are completely fixed and homogeneous. They look like externally homogeneous, but a variety of transitions have occurred according to personal conditions or social status. This study aims at identifying correlations between various transitions shown in fortis of prefix, aspiration, long vowel law, simplification of consonants and " ㅎ " missing, and social variables, targeting elementary school students in second grade and sixth grade. Chapter 2 looks at sociolinguistic theory and background of the study, and organizes investigational process of data and the method. Chapter 3 identifies phonological conditions of each phonological phenomenon and analyses correlations between social variables such as style of speech, age, sex and social positions, and transitional forms. As a result of it, this study found that the higher frequency of words and the higher grade the subjects were in, the higher rate of prefix fortis male students showed. In aspiration, dialects were retreating because of influences of standard words learned. For ‘ㄷ’ palatalization, fricative sounds were more realized and they were used more by female students. In respect to location assimilation, much higher location assimilation was realized in everyday utterance because of formality. The simplification of consonants had much confusion because of an exceptional regulation that missing consonants vary in the same environment and therefore speakers tended to use simplify missing forms. For 'ㅎ’ missing, the higher grade the subjects were in, the lower missing rate, which indicates that it can be corrected through education. Chapter 4 presents some suggestions on effective pronunciation education based on results of the analysis mentioned above. For effective pronunciation education, contents and organization of textbooks should be readapted and phonological characteristics should be identified and taught in consideration of influences of dialects. And standard pronunciation regulations should be demonstrated through large-scale investigation of current status and methods through mass-media should be actively developed. This study identifies types of non-standard transitional forms that have been considered as simple errors in Korean education and analyses the types in the phonological and sociolinguistic aspects to use the results for Korean knowledge education.