• Cross-Cultural Studies
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• v.27
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• pp.7-29
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• 2012

This study was aimed to analyze - focusing on the thesis of Younes - the pronunciation error occuring mostly for Arabian speakers to learn French pronunciation for Arabians and to suggest the effective study plan to improve such errors and provide the effective studying method. The first part is on how the Arabic and French pronunciation system are distinguished, especially by comparing and analyzing the system of graphemes and phonemes, with which we focused on the fact that Arabian is a language centralized on consonants, while French is a verb-centered language. In the second part, we mainly discussed the cause and the types of errors occurring when Arabic speakers study French pronunciation. As of the category of mistakes, we separated them into consonants and verbs. We assumed the possible method which can be used in learning, focusing on /b/, /v/, /p/, /b/ - in case of non-verbs and consonants - and /y/, /ø/, - in case of verbs - which don't exist in Arabic pronunciation system. One of the troubles the professors in Arabian culture have in teaching French to native learners is how to solve the problem on a phonetic basis regarding speaking and reading ability, which belong to verbal skill, among the critical factors of foreign language education, which are listening, speaking, reading, and writing skills. In fact, the problems occuring in learning foreign language are had by not only Arabian learners but also general groups of people who learn the foreign language, the pronunciation system of which is distinctly distinguished from their mother tongue. The important fact professors should recognize regarding study of pronunciation is that they should encourage the learners to reach the acceptable level in proper communication rather than push them to have the same ability as the native speakers, Even though it cannot be said that the methods suggested in this study have absolute influence in reducing errors when learning French pronunciation system, I hope it can be at least a small help.

• Journal of Digital Contents Society
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• v.19 no.4
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• pp.621-630
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• 2018

This paper presents a case study on foreign language learning applications based on the speech recognition technology, aiming to grasp their current status and limitations of the technology applied to the foreign language speaking education, especially for English and French. As a result of examining the characteristics of the selected English and French applications by drawing on speech learning, it is shown that the use of speech recognition technology has the advantage of creating a speaking practice environment and giving feedback. However, in the case of feedback, there is a lack of appropriate calibration feedback which can help learners correct errors by themselves.

• Phonetics and Speech Sciences
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• v.10 no.1
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• pp.49-55
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• 2018

This paper aims to describe a knowledge-based pronunciation generation system for French. It has been reported that a rule-based pronunciation generation system outperforms most of the data-driven ones for French; however, only a few related studies are available due to existing language barriers. We provide basic information about the French language from the point of view of the relationship between orthography and pronunciation, and then describe our knowledge-based pronunciation generation system, which consists of morphological analysis, Part-of-Speech (POS) tagging, grapheme-to-phoneme generation, and phone-to-phone generation. The evaluation results show that the word error rate of POS tagging, based on a sample of 1,000 sentences, is 10.70% and that of phoneme generation, using 130,883 entries, is 2.70%. This study is expected to contribute to the development and evaluation of speech synthesis or speech recognition systems for French.

• Speech Sciences
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• v.12 no.3
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• pp.185-200
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• 2005

The objective of this study is to examine acoustic cues in spoken French for the assessment of pronunciation which is necessary to realization of the multimedia system. The corpus is composed of simple expressions which consist of the French phonological system include all phonemes. This experiment was made on 4 male and female French native speakers and on 20 Korean speakers, university students who had learned the French language more than two years. We analyzed the recorded data by using spectrograph and measured comparative features by the numerical values. First of all, we found the mean and the deviation of all phonemes, and then chose features which had high error frequency and great differences between French and Korean pronunciations. The selected data were simplified and compared among them. After we judged whether the problems of pronunciation in each Korean speaker were either the utterance mistake or the interference of mother tongue, in terms of articulatory and auditory aspects, we tried to find acoustic features as simplified as possible. From this experiment, we could extract acoustic cues for the construction of the French pronunciation training system.

• Annual Conference on Human and Language Technology
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• 2003.10d
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• pp.54-60
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• 2003

음차 표기된 외래어로부터 원어를 복원하는 문제는 원어의 발음정보를 이용한 통계적인 방법을 많이 사용한다. 하지만 지금까지의 연구들은 대부분 영어단어만을 그 대상으로 하였기 때문에 '도쿄(Tokyo)', '하인리히(Hinrich)'와 같이 어원이 영어가 아닌 단어들의 복원에는 좋은 결과를 보여주지 못했다. 이러한 문제를 해결하기 위하여 한글로 표기된 외래어의 어원을 판단할 수 있는 방법을 찾아내고, 이 방법을 통해 외래어를 어원별로 분리하여 학습모델을 구축함으로써 다양한 어원을 가진 외래어들의 복원 정확률을 높이고자 하였다. 위의 방식으로 구현된 시스템은 영어, 일본어, 중국어, 프랑스어의, 서로 다른 4개의 어원을 가진 데이터의 복원 실험에서 기존의 방식에 비해 13%의 성능 향상을 보였다.