Specifics of Korean phonetics training in university

The article raises the question of the need to consider the specifics of the Korean language in the development of teaching materials for its training in University. The author shows the way to solve this problem by analyzing the phonetic aspect in practical use. All traditional areas of the training system are considered in terms of Korean features. Thus according to the competence approach, the purpose of teaching phonetics is around phonological competence, which consists of three components: phonetic knowledge, phonetic acquired habits and phonetic skills. The list of phonetic knowledge components is analyzed to identify completeness of Korean specifics. The author brings out the necessity of incorporating additional components into the traditional structure of phonetic knowledge, which is called "extralinguistic information." The main attention in the research is put on the classification of phonetic acquired habits. In line with the private methodology of teaching foreign languages, the traditional classification of phonetic acquired habits is revised and it offers a new one. That means there are syllable and prosodic acquired habits that may be active and passive according to the receptive and productive skills to which they belong. The article clarifies the content of teaching phonetic means of communication in the Korean language that includes detailed description of the linguistic component in training and in particular phonetic minimum, which determines the number of linguistic units to train. Minimum comprises phonemes and their combinations, characteristics of Korean phonemes and their combinations compared to Russian and phonetic rules. Despite the many theories, there are forty phonemes in Korean, including twenty-one vowels and nineteen consonants. Russian scientists have repeatedly described Korean phonemes and their combinations' characteristics, so there is enough information to describe them to students. But with regard to the phonetic rules, in terms of teaching methodology are discussed in the section about teaching reading skills. Moreover, the article justifies the most appropriate approach for a given learning environment. Among the three traditional approaches in teaching phonetics there is a differentiated approach that is considered to be the most effective, as it has the greatest number of advantages.