This study examined whether learning context and language aptitude affected the use of pronunciation learning strategies and pronunciation proficiency. One hundred thirty-eight Chinese learners (88 KFL Ss & 50 KSL Ss) learners were investigated for the correlation between learning context(KSL, KFL), language aptitude (high/low), pronunciation learning strategy and pronunciation proficiency. Participants' sound discrimination ability was measured by PLAB and then they were divided into high group (upper 30%) and low group (lower 30%) by scores. SPLS and personal information survey were also conducted. The results showed that (i) a significant difference was found in pronunciation proficiency pursuant to learning context and language aptitude, (ii) use of pronunciation learning strategy differed significantly pursuant to learning context and language aptitude, and (ⅲ) use of pronunciation learning strategy could predict pronunciation proficiency. The findings suggest that effective pronunciation learning strategy should be investigated and taught in L2 Korean classroom.

I. 서론
 II. 선행 연구
  1. 학습 환경이 L2 발음 습득에 미치는 영향
  2. 언어 적성이 L2 발음 습득에 미치는 영향
  3. 발음 학습 전략 사용이 L2 발음 습득에 미치는 영향
 III. 연구 방법
  1. 연구 참여자
  2. 연구 도구
  3. 연구 절차
 IV. 결과 분석 및 논의
  1. 학습 환경과 언어 적성에 따른 학습자의 발음 숙달도
  2. 학습 환경과 언어 적성에 따른 학습자의 발음 학습 전략
  3. 발음 학습 전략 사용에 따른 발음 숙달도
 V. 결론
 참고문헌

• 임우열(경희대학교) | Lim Woo-Yeol 제1 저자
• 김영주(경희대학교) | Kim Young-joo 교신저자