This paper investigated the effects of Korean syllable structure on the acquisition of English consonant clusters on the basis of the speech data collected from a total of 8 Korean middle school students (2 females and 6 males). A total of 24 English monosyllabic words that formed 8 different quasi minimal triplets was employed and recorded. Each triplet consisted of mono-consonantal, bi-consonantal, and tri-consonantal words like pin, spin, spring or pin, pink, pinks. The three words at four triplets were differentiated by the number of consonants at the onset position and those at the other four triplets, at the coda position. Using a 5 point-scale scoring method, two native English speakers rated the speech data in terms of (i) intelligibility and (ii) the scoring of bi- and tri-consonantal words with three points being fixed on mono-syllabic words. The main finding was that the tri-consonantal words scored the lowest, bi-consonantal words were in the middle, and mono-consonantal words scored the highest. But, this general tendency held true only at the words dissimilar at the coda position. At the onset position, on the other hand, the mono-consonantal words scored the lowest. The in-depth analysis that followed the rating showed that a comparison of the words in terms of the syllabic intelligibility can be properly made only when each consonant comprising a syllable is intelligibly articulated on its own.

본 논문은 모국어 습득의 연구 성과를 이용하여 문법번역과 직업번역 간의 구별을 검토하였다. 문법번역은 외국어 습득에 있어서 학습을 보조하는 도구이다. 하지만, 직업번역은 두 언어 사이에서 교제하는 도구이다. 이 두 가지 다른 성질을 가지는 번역 사이에서 대응 관계와 모국어 습득은 발전 단계상 유사점이 있다. 언어 습득 및 번역 기능 습득을 이해하는 과정은 학생 번역자에게 이성적으로 번역 전략을 운용하여 문제를 해결하는 능력을 양성하는 데 도움이 된다.