본 연구는 중국어 화자의 음성 처리 과정에서 지각과 산출이 어떻게 상호작용하 며, 음절 내 음향 단서들이 어떤 방식으로 통합되어 실현되는지를 실험적으로 규명 하고자 하였다. 이를 위해 표준중국어의 /p/–/pʰ/ 자음을 네 가지 성조 조건에서 제 시하여 지각 및 산출 실험을 수행하였다. 지각 실험에서는 성조의 시작 주파수(F₀)가 자음의 기식성(VOT) 지각에 영향을 미쳤으며, 산출 실험에서는 유기음 뒤의 시작 F₀ 가 더 높게 실현되는 경향이 관찰되었다. 이는 음향 단서들이 지각과 산출 과정 모 두에서 상호작용하며 통합적으로 실현됨을 보여준다. 본 연구는 성조 언어의 음향 단서 통합 양상을 실험적으로 분석함으로써 음성 이론뿐 아니라 중국어 교육 및 음 성 기술에도 실용적 기초를 제공한다.

This study investigated L2 production, perception, and the relation of production and perception by examining 20 Korean learners’ production and perception of the English contrasts of /ʃ/ vs. /ʃi/, /ʧ/ vs. /ʧi/, and /ʤ/ vs. /ʤi/ in word final position. Of the 20 Korean learners, 10 (5 males, 5 females) were low in English proficiency and the other 10 (5 males, 5 females) were high. Our findings from production and perception experiments showed that the relation of L2 production and perception varies according to learners’ proficiency levels in L2. A significant correlation between L2 production and perception was attested within the high group learners. Thus, the high group learners with higher production accuracy generally exhibited higher perception accuracy. Unlike the high group, the low group learners’ production and perception patterns did not show any significant correlation between the two. In general, the low group displayed higher accuracy in production than in perception. In addition, within the low group, the heavy influence of L1 constraints on L2 perception was attested while L2 production was not in accordance with L1 phonology.

The present study investigates the effect of pronunciation training on Korean adult learners’ perception and production of English vowels, /i/, /I/, /u/, and /Ω/. The study examines 1) the effect of pronunciation training on perception and production and 2) the maintenance of the effect over a one-month period. The subjects were 10 Korean graduate students who took a 4-week long English pronunciation training course. They were tested before and after pronunciation training and tested again one month after the training. In each test, both perception and production of the vowels were tested to see if the subjects were able to distinguish tense and lax vowels. In the perception part, subjects listened for words and checked the vowel (either tense or lax) sound they heard. For the production part, subjects read the selected words which contained the target vowels. The results show that pronunciation training has an effect, which supports the teachability of phonology in adulthood; however, the maintenance of the effect demonstrated a difference between perception and production, in which the effect was maintained in production but not in perception. Based on the results of the study, implications are discussed.