• Phonetics and Speech Sciences
• /
• v.5 no.4
• /
• pp.109-119
• /
• 2013

The purpose of this paper is to show the tendency of evaluators in the pronunciation evaluation of English utterances. The tendency was visualized using the evaluation model of English pronunciation proposed in [1]. One hundred fifty female university students and four evaluators participated in the study. Students read eight English sentences aloud as evaluators evaluated English pronunciation by their own criteria. The models based on their pronunciation evaluation proved to be efficient in showing their evaluation tendency in terms of the fundamental frequency, intensity, segmental durations, and segmental spectra as compared to those of the five native speakers of English chosen for building the models. However, human evaluators were not always consistent in their evaluation and sometimes gave conflicting scores to the same students.

• Proceedings of the KSPS conference
• /
• 1996.10a
• /
• pp.149-154
• /
• 1996

Since the 1980s, a number of professionals in the ESL/EFL field have investigated the role of pronunciation in the ESL/EFL curriculum. Applying the insights gained from the second language acquisition research, these efforts have focused on the integration of pronunciation teaching and learning into the communicative curriculum, with a shift towards overall intelligibility as the primary goal of pronunciation teaching and learning. The present study reports on the efficacy of audio-visual aids and hyper-pronunciation training method in teaching the productions of English consonants to Japanese college students. The talk will focus on the implications of the present study, and the presenter makes suggestions to teaching pronunciation to Japanese learners.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.105-116
• /
• 2000

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.117-134
• /
• 2000

Kim, Key-Seop(2000). English Restructuring and A Use of Music in Teaching English Pronunciation. JSEP 2000 voU This study has two-fold aims: one is to clarify the restructuring of English in utterance, and the other is to relate it to teaching English pronunciation for listening and speaking with a use of music and song by suggesting a model of 10-15 minute pronunciation class syllabus for every period in class. Generally, English utterances are restructured by stress-timed rhythm, irrespective of syntactic boundaries. So the rhythmic units are arranged in isochronous groups, of which the making is to attach clitic(s) to a host or head often leftwards and sometimes rightwards, which results in linking, contraction, reduction, sound change and rhythm adjustment in utterance, just as in music and song. With English restructuring focused on, a model of English pronunciation class syllabus is proposed to be put forward in class for every period of a lesson or unit. It tries to relate the focused factor(s) in pronunciation to the integrated, with teaching techniques and music made use of.

• MALSORI
• /
• no.44
• /
• pp.1-14
• /
• 2002

Because the accuracy and the fluency are the essence in English speaking, both of them are very important in English trencher training and in-service English training programs. To get the accuracy and the fluency, the causes and the phenomena of the unnatural pronunciation have to be diagnosed. Consequently, the problematic and unnatural pronunciation of Korean elementary and secondary English teachers should be analyzed with using Acoustic Analyzing tools like CSL, Multi-speech and Praat. In addition, an attempt to Pinpoint what the causes of unnatural pronunciation was executed. Next a procedure and steps were proposed for in-service training programs that would cultivate the fluency and the accuracy. In case of elementary teachers, the unnatural pronunciation of segmental features and suprasegmental features were found much. therefore segmental features should be emphasized in the begging of pronunciation training courses and then suprasegmental features have to be emphasized. In case of secondary teachers, the unnatural pronunciation of suprasegmental features were found much. Therefore segmental and suprasegmental features have to be focused at the same time. In other words, features in word level should be focused first for elementary English teacher, and features in word level and beyond word level should be trained at the same time for secondary English teachers.

• Proceedings of the KSPS conference
• /
• 2000.03a
• /
• pp.103-104
• /
• 2000

As the role and status of English as an international language(EIL) have been widely discussed, studies need to be done to find out new issues and concerns related to teaching EIL In Korea. This presentation will review the changes in teaching English in Korea, teaching pronunciation, in particular, focusing on its goal and major instructional approaches. Suggestions will be made on developing a learner-centered communicative model for teaching English pronunciation and on training both Korean and foreign teachers of English to teach English pronunciation.

• Speech Sciences
• /
• v.8 no.4
• /
• pp.221-228
• /
• 2001

The purpose of this study is to analyze the problems Korean students, having acoustic structure of Korean vowels, have when they pronounce English vowels by measuring formant frequencies. The experimental results show that the pronunciation of English vowels by Korean students is partially influenced by their Korean vowels. There is little distinction between /i/ and /I/, /U/ and /u/ due to the absence of short and long vowels in Korean pronunciation. Also, as observed in typical Korean vowel pronunciation, there is little difference between the F1 values of /$\varepsilon$/ and /$\{\ae}$/ by Korean speakers, resulting in inaccurate English pronunciation. In addition, compared to English native speakers, Korean speakers show the biggest difference in F1 value of /c/. The fact that they make pronunciation of /c/ covering /e/, /$\Lambda$/ and /c/ positions probably accounts for such phenomenon. The results of this experiment show the interference of Korean that occurred in some English vowels by native Korean speakers.

• Proceedings of the IEEK Conference
• /
• 2003.07d
• /
• pp.1363-1366
• /
• 2003

This paper introduces computerized version of Hangout(Korean Language) Standard Pronunciation Rule that can be used in Korean processing systems such as Korean voice synthesis system and Korean voice recognition system. For this purpose, we build Petri net models for each items of the Standard Pronunciation Rule, and then integrate them into the vocal sound conversion table. The reversion of Hangul Standard Pronunciation Rule regulates the way of matching vocal sounds into grammatically correct written characters. This paper presents not only the vocal sound conversion table but also character conversion table obtained by reversely converting the vocal sound conversion table. Making use of these tables, we have implemented a Hangeul character into a vocal sound system and a Korean vocal sound into character conversion system, and tested them with various data sets reflecting all the items of the Standard Pronunciation Rule to verify the soundness and completeness of our tables. The test results shows that the tables improves the process speed in addition to the soundness and completeness.

• Phonetics and Speech Sciences
• /
• v.2 no.4
• /
• pp.101-107
• /
• 2010

This study investigates the difference in the evaluation of English pronunciation quality between native speakers of English and Korean learners of English. This study employs a novel method of independently evaluating the prosody and segmentals of English sentences. A set of stimuli were made by swapping the prosody and the segmentals of English sentences read by a native speaker of American English and a Korean learner of English. Evaluations of the difference level of stimuli pairs and the goodness of the pronunciation quality showed that both native speakers of English and Korean learners of English give priority to the segmentals but native speakers of English were more sensitive to the difference in prosody in the evaluation of English pronunciation.

• Journal of Korean language education
• /
• v.28 no.1
• /
• pp.251-268
• /
• 2017

This study is based on differences of syllable type between Korean and Chinese language pronunciation. For example, Nasal consonant ending 【n】 and 【${\eta}$】 reside in both Korean and Chinese phonetics simultaneously. However, in experiential training, Chinese learners will make errors in pronunciation of the Korean syllable nasal consonant ending like 【n】 and 【${\eta}$】. In the previous research, analysis of pronunciation errors were often based on the perspective of phonological system and combination of the phoneme rules. However, in this study, the analysis is based on the differences between Korean and Chinese syllables category to indicate the cause of pronunciation errors. The main findings of this study indicated that in the process of pronunciation of Chinese, nasal consonant syllable rime and its 【back】 tongue vowel are combined with each other. However, this rule does not apply in Korean pronunciation. Therefore, the Korean syllabic types like "앤, 응, 옹, 앵, 은, 온, 언" also exist in the Chinese language. When theChinese learners pronounce these types of syllables, the combination of the voweland nasal syllable rime rule will be taken, which will result in pronunciationerrors.