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영어

This study investigates the resyllabification patterns of English intervocalic /l/ in the speech of native English speakers and Korean learners of English at different proficiency levels, within the theoretical frameworks of Selkirk (1982) and Kahn (1976). A total of 25 participants took part in the production experiment: five female native speakers of English and twenty female Korean learners (ten advanced and ten beginners). The study analyzed four prosodic contexts - word-medial onset, word-medial coda, post-stress intervocalic, and pre-stress intervocalic - by measuring the F2 and F2–F1 values at the temporal midpoint (5/9) of the /l/ segment using Praat and VoiceSauce to minimize coarticulatory effects. Results show that native English speakers and advanced Korean learners exhibited no significant differences in F2 and F2–F1 values across contexts, supporting Selkirk's (1982) resyllabification theory. In contrast, beginner Korean learners consistently produced higher F2 and F2–F1 values, indicating clear [l] articulation regardless of syllabic position. However, beginner Korean learners of English consistently produced clear [l] realizations with high F2 and F2–F1 values across all contexts, due to L1 transfer from Korean. These findings highlight the influence of first language phonology on L2 segmental acquisition and suggest pedagogical implications for pronunciation instruction.