덪! 꽃! 멋! (Dot! Kkot! Mot!) Coda Neutralization in Korean

Abstract

In this paper, I aim to propose a teaching tool that aids Korean L2 undergraduate English-speaking students in acquiring coda neutralization. In comparison to the English language, which distinguishes obstruents as either voiced or voiceless, Korean obstruents have a three-way distinction of laryngeal features. In addition, the Korean language allows more phonemes to be neutralized that in English. These phonological characteristics cause beginner students whose L1 is English difficulties. To address the issues that beginner students' face, I developed a teaching tool that Korean-as-a-foreign-language instructors can use to benefit their students' understanding by combining theoretical understandings of Korean phonology (specifically obstruents in the coda position) with pedagogical theory. This tool begins with awareness building exercises to expand students' phonological knowledge of Korean. After, students apply their knowledge through comprehension problems. At the end of the paper, I provide the teaching tool's significance in regards to second language acquisition, it's limitations, and suggestions for modification to suit the students' native language and L2 proficiency in Korean.

Keywords: Korean-as-a-foreign-language; coronal obstruents; coda neutralization; comprehensible input hypothesis; teaching tool