영어 억양에 대한 예비 영어교사들의 인식

Abstract

The purpose of this paper is to investigate pre-service English teachers’ overall cognition about English intonation and teaching it, and to examine whether there is any significant difference in cognition between the group of pre-service English teachers who took an English phonetics and phonology course and the other group not taking it. The results indicated that a large number of pre-service English teachers have positive thinking, knowledge, and beliefs about English intonation, earning a higher mean score of 15 items (above 3.59) of all 20 questionnaire items. It was also shown that the group of pre-service teachers who took English phonetics and phonology course has much knowledge of English intonation than those who did not take it, showing a higher mean score of 16 items. Statistic differences in pre-service teachers’ cognition in English intonation were especially found in 5 items, depending on their taking a course in English phonetics and phonology.