Learning(English(loanwords(( by(learners(of(Korean( · 2020. 5. 30. ·...
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Learning English loanwords by learners of Korean Ahrong Lee 1 & Younghyon Heo 2 1 York University, 2 University of Aizu The 20 th Annual Mee?ng of AATK Monterey, CA June 2527, 2015
Transcript of Learning(English(loanwords(( by(learners(of(Korean( · 2020. 5. 30. ·...
Learning English loanwords by learners of Korean
Ahrong Lee1 & Younghyon Heo2 1York University, 2University of Aizu
The 20th Annual Mee?ng of AATK Monterey, CA
June 25-‐27, 2015
Purpose of the study
• To examine difficul?es and challenges that learners of Korean are confronted with when learning English loanwords in Korean.
• To iden?fy the strategies learners use to transliterate English loanwords into Korean alphabet.
• Part I: Adapta?on of English loanwords into Korean
• Part II: Students performance in translitera?on of English loanwords in Korean alphabet
PART I :ADAPTATION OF ENGLISH LOANWORDS INTO KOREAN
English loanwords
• Massive influx of English loanwords into East Asian languages – 5000+ English loanwords in NAKL list in 1991 via six daily newspapers and nine magazines published in 1990s
– 9500+ in H. Kim (2014) via one loanword dic?onary and thirteen recently published books, etc. cf. 1100+ French words (H. Kim 2014)
English and Korean – Consonants
p ph pp t th tt k kh kk
c ch cc
s ss h
m n ŋ
L (ɾ/l)
p b t d k g
tʃ dʒ
f v θ ð s z ʃ ʒ h
m n ŋ
ɹ l
English Korean
English and Korean – Vowels
i ɨ u
ɛ əә o
(æ) a
Korean English
i ɪ
u ʊ
eɪ ɛ əә oʊ
ʌ ɔ
æ ɑ/ɒ
+ ɔɪ, aɪ, aʊ, ju + ja, ju, jo, jəә, jæ, wa, wo, wæ, ɨi
Front Front Back Back
High High
Low Low
Syllable phonotac?cs
Syllable Example
V [ɛ] ‘child’
GV [jo] ‘sleeping mat’
CV [pha] ‘green onion’
CGV [pjə] ‘a grain of rice’
VC [əp]̚ ‘work’
GVC [jət̚] ‘rice taffy’
CVC [kakh] ‘angle’
CGVC [pjəkh] ‘wall’
Syllable Example
V a
CV tea
VC off
CVC cat
CCV sky
CCVC treat
CVCC cast
CVCCC curved
CVCCCC sixths
CCCVCCC squirts
English Korean
English: [mæk. dɑ. nəldz] ([CVC. CV. CVCCC]) Korean: [mæk. do. nal. dɨ] ([CVC. CV. CVC.CV])
English: [strɛs] ([CCCVC]) Korean: [sɨ. tɨ. rɛ. sɨ] ([CV. CV. CV.CV])
Sound modifica?on strategies
• Due to differences in sound systems of Korean and English o Subs?tu?on
foam > [phom] thin > [s’in] o Epenthesis (extra vowel)
camp > [khæmpɨ] page > [pheici] o De-‐rhotaciza?on
center > [s’ɛntʌ]
Confounding factor 1: Spelling pronuncia?on
• lobby > Korean l[o]bby, not l[a]bby radio > Korean r[a]dio, not r[ɛɪ]dio Swordfish > Korean [sɨ.wə.dɨ.pʰi.ʃi.]
(Kang 2003, 2008, Smith 2005, Kaneko 2006, Vandelin & Peperkamp 2006, Kaneko & Iverson 2008, Lee 2011…)
Confounding factor 2: Prescrip?vism • The Na?onal Ins?tute of the Korean Language (NIKL) lays out sixty-‐six
pages of prescrip?ve rules regarding loanword orthography.
• Principles of Spelling (3) The coda is occupied only by ‘k, n, l, m, p, s, ŋ.’ (4) Geminates are not allowed in Korean wri?ng of stop sounds in loanwords.
Schema?c of loanword adapta?on
Source Language Word Acous?c Form Graphemic Form (if heard) (if known)
Adapted Loanword
Encoding into Recipient Language Phonological Categories
(Prescrip?vism)
Part II: How do the learners deal with such a complex phenomenon?
English loanwords to English speakers
• Teaching English loanwords into katakana to learners of Japanese – Preston and Yamagata (2004): Consonant gemina?on – Lovely (2011) – Nishi and Xu (2013): challenges of katakana translitera?on
• Percep?on test to learners of Korean – Yoo (2009): Medial /L/
e.g. ‘kilometer’ as 키로미터 vs. 킬로미터 – Schmidt (2007), Heo & Park (2011), Lee & Park (2011): Perceptual matching between Korean and English phonemes
Survey • Par?cipants (N=16)
– Elementary (2 semesters): 2 – Intermediate (4 semesters): 10 – Advanced (5+ semesters): 4
• S?muli (n=115) – English loanwords (monosyllabic) in Sogang textbooks (elementary and intermediate levels) and in the NIKL list
• Method: Google survey • Explicit instruc?on not to refer to dic?onary
RESULTS 1. Overall performance 2. Onset 3. Vowel 4. Coda
Non-‐na?ve-‐like Adapta?on
TYPE Error rate (%) epenthetic i (coda) 49.31 æ 45.31 ɑ 43.36 ɔ 28.75 aʊ 27.08 coda-con sub (non-epen) 26.32 eɪ 23.30 ɛ 21.25 epenthetic ɨ (coda) 21.17 ʌ 17.71 ju 17.19 onset obst substitution 16.83 u 14.84 oʊ 12.50 ʊ 7.29 i 3.91 ɪ 3.13 aɪ 3.13 epenthetic ɨ (onset) 0.00 r-deletion (de-rhotacize) 0.00
coda
onset
ONSET modifica?on
• Consonant matching
cash à khæ.ʃi 캐시 speed à sɨ.phi.dɨ 스피드
• Epenthe?c [ɨ] scarf à sɨ.kha.phɨ 스카프 trick à thɨ.ɾik 트릭
1. One-‐to-‐one matching 2. Breaking the consonant cluster
ONSET errors
Consonant subs@tu@on error (16.83%) & ɨ-‐epenthesis (0%) A. Consistent phoneme-‐to-‐phoneme correspondences B. High type/token frequency (any prevocalic consonant or consonant clusters)
C. Prescrip?vism
ex) English /p t k/ > Korean /ph th kh/
D. Explicit teaching : The instruc?on takes place at an earlier stage of learning. ex) piano, television, concert…
VOWEL modifica?on
• Subs?tu?on food à phu.dɨ 푸드 golf à kol.phɨ 골프 mix à mik.sɨ 믹스 trade à thɨ.ɾɛ.i.dɨ 트레이드 scout à sɨ.kha.u.thɨ 스카우트
Mostly just one-‐to-‐one matching! But, difficulty arises from different
inventories in L1 and L2.
Error rate – VOWELS Vowels Error rate (%)
æ 45.31 ɑ 43.36 ɔ 28.75
aʊ 27.08 eɪ 23.30 ɛ 21.25 ʌ 17.71 ju 17.19 u 14.84
oʊ 12.50 ʊ 7.29 i 3.91 ɪ 3.13 aɪ 3.13
Consistent one-‐to-‐one matching ex) quick, dream, mood, sky
1. Varia?ons within L1 ex) campus, apple
2. Varia?ons both in L1 and L2
ex) shop, knock either /ɑ/ or /o/
either /æ/ or /ɑ/
Phone?c approxima?on
CODA modifica?on
• Consonant mapping (no epenthesis) bag à pæk
• Epenthe?c [ɨ] gag à gagɨ
• Epenthe?c [i] bench à pɛn.tʃi
1. One-‐to-‐two matching (presence/absence of epenthesis)
2. Two op?ons for epenthe?c vowel (/ɨ/ and /i/)
3. Breaking the consonant cluster
De-‐rhotaciza@on of non-‐prevocalic ‘r’ (0%)
A. Consistency in adapta?on pa�ern
B. High type/token frequency (any non-‐prevocalic [r])
ex) card, park, center, etc.
C. Prescrip?vism: non-‐prevocalic [r] dele?on without excep?ons
D. Explicit teaching
: The instruc?on takes place at an earlier stage of learning.
(Easy to internalize due to the similar phenomenon in other varie?es of English)
CODA errors 1
Consonant subs@tu@on error (26.32%) & ɨ-‐epenthesis (21.17%)
A. Inconsistent matching (one-‐to-‐many): Pa�erns cannot be generalized easily.
‘mat’ as ma/th/, which should be ma/s/ or ma/thɨ/
‘shock’ as /shok/, which is borrowed /shokɨ/ in Korean
B. Prescrip?vism: ɨ-‐epenthesis a�er lax vowels with varia?ons
C. No explicit teaching
CODA errors 2
i-‐epenthesis (49.31%) A. Some inconsistent pa�ern found in input ex) use of both ‘캐쉬’ /swi/ and ‘캐시’/si/ for [ʃ] as in ‘cash’
B. Rela?vely low type/token frequency word-‐final [ʃ,tʃ, dʒ] in English loanwords
C. Clear prescrip?ve norm for i-‐epenthesis a�er [ʃ#, tʃ#, dʒ#]
D. Absence of explicit teaching possibly due to low frequency
CODA errors 3
What facilitates “learning”? Coda /ɨ/ Non-‐Rel-‐Coda CodaSub Vowel Sub Coda /i/ Onset Ep/Sub
SYSTEMATICITY/CONSISTENCY T Y P E F R E Q U E N C Y LEARNER GENERALIZATION P R E S C R I P T I V I S M EXPLICIT INSTRUCTION
Learnability
Pedagogical implica?ons
• It should be recognized that loanword translitera?on is one of the most difficult-‐to-‐learn elements for learners of Korean.
• Thus, increased amount of explicit instruc?on of the adapta?on pa�ern will greatly help students’ grasp of loanword translitera?on.
Conclusion • Teachers’ knowledge of rules may directly impact on success or failure of students’ understanding of translitera?on of English loanwords in Korean. – Learners who received explicit instruc?on in such rules and tendencies as outlined previously got lower error rates.
• Reference to such rules may posi?vely influence students’ IL grammar to enhance their general understanding of the TL structure.
Adapta?on of English prevocalic stops to Korean
• English /p t k/ > Korean /ph th kh/ English /b d g/ > Korean /p t k/
English Korean
‘pack’ [pʰæk] [pʰɛk˺]
‘body’ [bɑdi] [pɑdi]
‘tennis’ [tʰɛnɪs] [tʰɛnis’ɨ]
‘dance’ [dæns] [tæns’ɨ ~ t’æns’ɨ]
‘cat’ [kʰæt] [kʰɛt˺]
‘guitar’ [ɡitaɹ] [kitha]
Epenthe?c [ɨ] • Word-‐final stops in Korean
pat ‘field’ kæk ‘guest’ cip ‘house’
• Korean adapta?on of English postvocalic word-‐final stops a. khæp ‘cap’ b. hiphɨ ‘hip’ phɨllæt ‘flat’ pæthɨ ‘bat’ phæk ‘pack’ tɛkhɨ ‘deck’
Kang (2003:223)
Unnecessary vowel epenthesis
• An epenthe?c vowel is more likely to be inserted a�er a stop when… 1. the pre-‐final vowel is long or tense. week as [wikʰɨ] vs. quick as [kʰwik˺] 2. the final stop is voiced rather than voiceless. pad as [pʰædɨ] vs. pat as [pʰæt˺] 3. the stop is coronal rather than non-‐coronal.
Kang (2003)
Coda errors 3 – Epenthe?c [i] • English word-‐final alveo-‐palatal frica?ves and affricates
puʃi ‘Bush’ khæchi ‘catch’ oɾɛnci ‘orange’
• Allophonic varia?ons of /s, ch, c/ in Korean s ʃ ch à tʃ __ i/y c dʒ
Heo (2010)
