오랫동안 한국어를 가르치며 항상 궁금했던 것은 ‘왜 똑같이 가르쳐도 어떤 학생은 아주 잘하는데 어떤 학생들은 왜 그렇지 못할까’하는 것이었다. 발음도 마찬가지여서 국적에 따라 잘하는 발음이 있는가 하면 너무도 힘들어 하는 발음이 자주 발견되었다. 이러한 궁금증의 해답을 무려 50-60년 전에 ‘대조분석가설’을 주장한 학자들은 이미 어렴풋이 알아차리고 있었던 것이다. 이 논문은 이 ‘대조분석가설’의 이론이 제2언어로서 한국어를 습득할 때도 동일하게 적용될 수 있는지를 검증한 것이다. 비록 처음 주장이 나온 때로부터는 시간이 많이 흘렀지만 그 아이디어는 여전히 효용성이 있음을 확인하며 다시 한번 그들에게 경의를 표하고 싶다.

Ⅰ. 서론· ·············································· 21
A. 연구목적········································· 23
B. 선행연구 검토······································ 29
1. 제2언어 음운 습득과 관련된 연구····················· 29
2. 한국어 음운 습득과 관련된 연구······················ 34
C. 연구질문과 연구방법································· 45

Ⅱ. 제2언어 음운 습득에 영향을 미치는 요인···················· 53
A. 제2언어 음운 습득에 영향을 미치는 언어적 요인············· 56
1. 모국어· ········································ 56
2. 언어보편성······································ 75
B. 제2언어 음운 습득에 영향을 미치는 비언어적 요인· ·········· 87
1. 나이··········································· 88
2. 제2언어 경험과 제1언어 사용량······················· 91

Ⅲ. 한국어·일본어·중국어의 음절구조와 종성 대조 ············· 95
A. 음절구조의 대조 ··································· 97
1. 음절의 개념과 특성································ 97
2. 음절 구조······································ 103
B. 종성 대조· ······································· 112
1. 한국어·일본어·중국어의 종성· ···················· 112
2. 종성 대조와 습득 난이도 예측· ······················ 121

Ⅳ. 한국어 종성 습득에 대한 실험 연구· ······················ 125
A. 한국어학습자의 한국어 종성에 대한 지각 실험· ············ 128
1. 실험 방법······································ 128
가. 피험자· ···································· 128
나. 자극음· ···································· 132
다. 결과분석· ·································· 134
2. 실험 결과······································ 136
가. 국적별 결과· ································ 136
나. 각 종성에 대한 지각능력 습득여부 판정· ············ 155
3. 한국어 종성 지각능력 습득 양상····················· 186
B. 한국어학습자의 한국어 종성에 대한 산출 실험· ············ 197
1. 한국어학습자가 산출한 종성에 대한 지각(이해명료도) 실험·· 198
가. 실험 방법··································· 198
(1) 자극음의 녹음과 지각실험용 음성 파일 작성······· 198
(2) 피험자 및 실험 절차· ······················· 200
(3) 결과분석· ······························· 201
나. 실험 결과··································· 202
(1) 국적별 결과· ····························· 202
(2) 각 종성의 산출능력 습득여부 판정·············· 218
다. 한국어 종성 산출능력 습득 양상Ⅰ················· 249
2. 한국어학습자가 산출한 종성에 대한 정확성 평가 실험····· 259
가. 실험 방법··································· 260
(1) 실험 절차································ 260
(2) 결과분석· ······························· 262
나. 실험 결과··································· 263
(1) 국적별 결과· ····························· 263
(2) 각 종성의 정확성 습득여부 판정··············· 275
다. 한국어 종성 산출능력(정확성) 습득 양상Ⅱ· ········· 304

Ⅴ. 결론 및 교육적 시사점································· 317
참고문헌·············································· 327
부록· ················································ 344


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