• Phonetics and Speech Sciences
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• v.5 no.1
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• pp.123-130
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• 2013

Previous researches on Korean intonation have been mainly focused on $F_0$ target frequencies, $F_0$ slope, and the duration of intonation patterns. This study investigated Korean intonation patterns, both boundary and phrasal tones, in relation to the $F_0$ percentage change between pitch targets. We measured the percentage change between the pitch targets of both boundary and phrasal tones. Additionally, the $F_0$ change between the preceding pitch target and the first pitch target of the boundary tone and the $F_0$ targets of the sequence of two LH phrasal tones ('LH + LH') were also measured. Two phrasal tones, LHLH and HLH, were compared with 'LH + LH' and the 'HLH' in the LHLH pattern respectively. We found that the percentage change between pitch targets in the phrasal tone is fixed to some extent. This helped explain why the slope of the phrasal tone is closely related to the number of syllables and the duration of the phrasal tone as discussed in previous studies. Since we analyzed the intonation patterns with the utterances from a large speech corpus, the results of this paper are expected to be used in building a larger annotated corpus of Korean.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.92-114
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• 1997

This study is aimed to grasp the actual problems of the perception of English rhythm and intonation structure by Korean University students who have studied English in the secondary schools for the past six years, and to establish the systems of English rhythm and intonation structure for the Korean students of English. For this study, the listening test is provided, and 100 students are chosen as the subjects of the study. The noticeable findings are summarized as follows: (1) Koreans perceive the words stress comparatively well in nonsense words, unfamiliar place names, and familiar word. (2) Koreans do not perceive the isochrony of English rhythm well enough. The perception of the sentence stress is very unstable, especially in the sentence involved in polysyllabic words, compound words, and 'emphatic stress' pr 'contrastive stress'(or in the different rhythmic patterns). (3) Koreans do not perceive the nucleus well enough. The perception of the nucleus is more stable in content words than in function words, at the end of a sentence than in the middle of a sentence, and in monosyllabic words than in the polysyllabic words. (4) Koreans do not perceive the boundary(or pause) of intonation group well enough. The perception of the pause is unstable in the long or complex sentence. (5) Koreans discriminate the meaning of English word stress comparatively well, especially in disyllabic words. But the discrimination is somewhat unstable in polysyllabic words and between 'adjective' and 'verb' (6) Koreans' discrimination of the intonation meaning is below the level. Koreans do not perceive the differences of intonation meaning according to the pitch accent or the focus. In conclusion, the writer will propose the procedures for the teaching of rhythm and intonation in the following order: word stress drill longrightarrowstressed and reduced syllables drilllongrightarrowrhythm group drilllongrightarrowthe varying rhythm drilllongrightarrowsentence stress drilllongrightarrownucleus drill longrightarrowintonation group drilllongrightarrowlong utterance drill of more than two intonation group.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.228-229
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• 1997

1 Intonation is important. It cannot be ignored. To convince students of the importance of intonation, we can use sentences with two very different interpretations according to intonation. Example: "I thought it would rain" with a fallon "rain" means it did not rain, but with a fall on "thought" and a rise on "rain" it means that it did rain. 2 Although complex, intonation is structured. For both teacher and student, the big job of tackling intonation is made simpler by remembering that intonation can be analysed into systems and units. There are three main systems in English intonation: Tonality (division into phrases) Tonicity (selection of accented syllables) Tone (the choice of pitch movements) Examples: Tonality: My brother who lives in London is a doctor. Tonicity: Hello. How ARE you. Hello. How are YOU. Tone: Ways to say "Thank you" 3 In deciding what to teach, we must distinguish what is universal from what is specifically English. This is where contrastive studies of intonation are very valuable. Usually, for instance, division into phrases (tonality) works in broadly similar ways across languages. Some uses of pitch are also similar across languages - for example, very high pitch may signal excitement or urgency. 4 Although most people think that intonation is mainly about pitch (the tone system), actually accent placement (tonicity) is probably the single most important aspect of English intonation. This is because it is connected with information focus, and the effects on interpretation are very clear-cut. Example: They asked for coffee, so I made them coffee. (The second occurrence of "coffee" must not be accented). 5 Ear-training is the beginning of intonation training in the VeL approach. First, students learn to identify fall vs rise vs fall-rise. To begin with, single words are used, then phrases and sentences. When learning tones, the fIrst words used should have unstressed syllables after the stressed syllable (Saturday) to make the pitch movement clearer. 6 In production drills, the fIrst thing is to establish simple neutral patterns. There should be no drama or really special meanings. Simple drills can be used to teach important patterns: Example: A: Peter likes football B: Yes JOHN likes football TOO A: Mary rides a bike B: Yes JENny rides a bike TOO 7 The teacher must be systematic and let learners KNOW what they are learning. It is no good using new patterns and hoping that students will "pick them up" without noticing. 8 Visual feedback of fundamental frequency with a computer display can help students learn correct patterns. The teacher can use the display to demonstrate patterns, or students can practise by themselves, imitating recorded models.

• Phonetics and Speech Sciences
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• v.1 no.4
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• pp.85-94
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• 2009

This paper investigates the intonation patterns of Korean spontaneous speech through an analysis of four dialogues in the domain of travel planning. The speech corpus, which is a subset of spontaneous speech database recorded and distributed by ETRI, is labeled in APs and IPs based on K-ToBI system using Momel, an intonation stylization algorithm. It was found that unlike in English, a significant number of APs and IPs include hesitation lengthening, which is known to be a disfluency phenomenon due to speech planning. This paper also claims that the hesitation lengthening is different from the IP-final lengthening and that it should be categorized as a new category, as it greatly affects the intonation patterns of the language. Except for the fact that 19.09% of APs show hesitation lengthening, the spontaneous speech shows the same AP patterns as in read speech with higher frequency of falling patterns such as LHL in comparison with read speech which show more LH and LHLH patterns. The IP boundary tones of spontaneous speech, showing the same five patterns such as L%, HL%, LHL%, H%, LH% as in read speech, show higher frequency of rising patterns (H% and LH%) and contour tones (HL%, LH%, LHL%) while read speech on the contrary shows higher frequency of falling patterns and simple tones at the end of IPs.

• MALSORI
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• no.33_34
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• pp.99-110
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• 1997

This paper aims to investigate the internal structure of the pre-nuclear intonation pattern and to discuss the inventory and usage of the phrasal tone in Korean based on the acoustic analysis of 80 test sentences. CSL Model 4300 was used for recording and filing, and Multi-speech Model 3700 for analysis. It is shown that the pre-nuclear intonation pattern is composed of one or more phrasal tones, the intonation pattern of the rhythm nit. It is observed that the second phrasal tone begins with a higher pitch than the first one and that the phrasal tones following the second one begins with a lower pitch than the preceding phrasal tone unless a certain word is emphasized. In addition to Level, Rising, Falling, and Rise-Fall phrasal tones already established in Lee (1990, 1991, 1996), Pall-Rise and Rise-Fall-Rise phrasal tones are newly established in this paper. It is observed that Rising and Rise-Fall-Rise phrasal tones are most frequently used as the first phrasal tone of a pre-nuclear intonation pattern and the falling tone as the last phrasal tone, and that Fall-Rise and level tones appear most frequently in the middle of a pre-nuclear intonation pattern.

• Speech Sciences
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• v.14 no.3
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• pp.77-89
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• 2007

This paper examined the intonation contours of English sentences produced by the Korean students. Thirty students participated in the speaking tasks made up of three parts: an oral interview, picture description and a conversational text reading. Their pronunciations in the parts were recorded on a minidisk. Then, two native instructors evaluated their proficiency level focusing on general intelligibility and suprasegmental aspects of the speech. Based on the results of evaluation they were divided into two groups: high and low proficiency groups. The pitch contours of three sentences produced by both the Korean students and a native speaker were compared to find any similarities and differences in the students' intonation patterns using Praat. Results showed that there was a moderate correlation in the proficiency scores of the students by the two native speakers. Secondly, students who earned high scores in the proficiency level matched better the native model. Thirdly, the high group students knew more on the pitch contour and tried to carefully realize them while fewer students in the low group answered positively on the questionnaire. In conclusion, English learners need to know the proper intonation patterns and to practice them consciously and sufficiently to realize correct intonation contours. Further studies would be desirable on the students' pronunciation focused on discourse structure.

• Speech Sciences
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• v.9 no.1
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• pp.7-16
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• 2002

This study tested normal hearing adults' auditory perception of rhythm and intonation patterns, with low-frequency speech energy. The results showed that the narrow-band low-frequency zones of 125, 250, or 500 Hz provided the same important rhythm and intonation cues as did the wide-band condition. This suggested that an auditory training strategy that uses low-frequency filters would be effective for structuring or re-structuring the perception of rhythm and intonation patterns. These filters force the client to focus on these patterns, because the speech intelligibility is drastically reduced. This strategy can be used with both normal-hearing and hearing impaired children and adults with poor listening skills, and possibly poor speech intelligibility.

• Speech Sciences
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• v.9 no.1
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• pp.27-38
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• 2002

The purpose of the study is to examine intonation patterns of cochlear implanted children compared with those of normal hearing children. The data tokens of three normal and five cochlear implanted children were collected and investigated. Their intonation patterns were analyzed using the speech analysis tool, Praat. The characteristics of the two utterance types, interrogative and declarative, were investigated. No significant difference in intonation patterns between the two subject groups was found. However, the general pitch of cochlear implanted children was higher than that of normal hearing children. In addition, cochlear implanted children showed frequent pitch breaks.

• Phonetics and Speech Sciences
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• v.3 no.3
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• pp.157-165
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• 2011

This study investigated speech rate and intonation slope (least square method; F0, quarter-tone) in normal and CI children's utterances. Each group consisted of 12 people and were divided into groups of children with CI operation (before 3;00), children with CI operation (after 3;00), and normal children. Materials are composed of four kinds of grammatical dialogue sentences which are lacking in respect. Given three groups as independent variables and both speech rate and intonation slope as dependent variables, a one-way ANOVA showed that normal children had faster speech rates and steeper intonation slopes than those of the CI group. More specifically, there was a statistically significant speech rate difference between normal and CI children in all of the sentential patterns but imperative form (p<.01). Additionally, F0 and qtone slope observed in sentential final word showed a significant statistical difference between normal and CI children in imperative form (f0: p<.01; q-tone: p<.05).

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.11-25
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• 1997

This presentation will focus on building basic English Prosodic Skills which are very useful and helpful for Japanese learners of English. The focus first will be on recognizing the seven basic nuclear tones, analysing intonation structures, distinguishing intonation patterns and then on the way of improving speaking ability using sufficient verbal contents of intonation (mini-dialogue). My presentation deals mainly with some difficulties which Japanese learners of English have in the field of RP intonation, It is chiefly concerned with identifying, describing and analysing tone-group sequences. It sometimes happens that Japanese learners of English can pronounce isolated bounds correctly and read phonetic symbols sufficiently, bet have difficult problems in carrying out accurate prosodic features. The use of wrong intonation is sometimes the cause of misunderstanding of speaker's attitude, connotation and shades of meaning, etc.. However accurately students can pronounce the nuclear tone or tone-group of English, they have to learn how to connect tone-groups properly for suitable sequences in respect to meaning or implication. We are faced with the complicated theory of RF intonation on the one hand and difficult realization of it on the other. Japanese learners of English have special difficulties in employing "rising tune" and "falling + rising tune". If students are taught pitch movements by indicating dots graphically between two horizontal lines, they can easily understand the whole shape of pitch movements. In this presentation, I illuminate several tone-group sequences which are very useful for Japanese learning English intonation. Among them, four similar Pitch Patterns, such as, (1) (equation omitted)- type, (2) (equation omitted) - type, (3) (equation omitted) - type and (4) (Rising Head) (equation omitted)- type are clarified and other important tone-group sequences aye also highlighted from the point of view of teaching English as a foreign language. The intonation theory, tone marks and technical terms are, in all essentials, those of Intonation of Colloquial English by O'Connor, J. D. and Arnold, G. F., Longman, 2nd ed., 1982. The changes of tone are shown graphically between two horizontal lines representing the ordinary high and low zones of the utterance. A.C.Gimson (1981:314) : The intonation of English has been studied in greater detail and for longer than that of any other language. No definitive analysis, classifying the features of RP intonation, has yet appeared (though that presented by O'Connor and Arnold (1973) provides the most comprehensive and useful account from the foreign learner's point of view).