This research points out the necessity to introduce and enhance the evaluation of pronunciation ability in Korean language education. Pronunciation education and evaluation has not been sufficient in Korean language education. One of the reasons for this insufficient pronunciation education is that pronunciation test is not included in official Korean language tests or in-house tests, and, even when it is included, the methodology is not consistent and the portion is relatively small. Therefore, to develop pronunciation education in Korean, we need to include pronunciation test not only in a language institution but also in a representative Korean proficiency test like TOPIK.
So far, pronunciation test in Korean language has been a part of speaking test, and has been dependent on speaking test. However, this research proves the possibility evaluating language learners’ pronunciation capability through the perception test. In this research, the survey of phonetic production and perception tests was conducted on Chinese native students who learn Korean. This research would show the possibility of utilizing pronunciation test as a pre-phase before introducing ‘pronunciation test as a part of speaking test'. Also, considering various factors including reliability, objectivity, validity, and economics of the tests, this would be a method with reasonable practicability and validity. (EwhaWomansUniversity)