• Phonetics and Speech Sciences
• /
• v.13 no.4
• /
• pp.9-21
• /
• 2021

This study investigated whether Korean learners improve acoustic cue weights to identify Korean lenis and aspirated stops in the direction of native values through perception training that focused on contrasting the stops in various phonetic contexts. Nineteen native Chinese learners of Korean and two native Korean instructors for the perception training participated in the experiment. A training group and a non-training group were divided according to pretest results, and only the training group participated in the training for 5 days. To estimate the perceptual weights of the stop cues, a pretest and a posttest were conducted with stimuli whose stop cues (F0 and VOT) were systematically manipulated. Binary logistic regression analyses were performed on each learner's test results to calculate perceptual β coefficients, which estimate the perceptual weights of the acoustic cues used in identifying the stop contrast. The training group showed a statistically significant increase of 0.451 on average in the posttest for the coefficient values of the F0, which is the primary cue for the stop contrast, whereas the non-training group showed an insignificant increase of 0.246. The patterns of change in the F0 use after training varied considerably among individual learners.

• MALSORI
• /
• no.38
• /
• pp.41-70
• /
• 1999

Researches on perception have, in recent years, been increasingly popular as a means of accounting for cross-linguistic sound patterns (Ohala, 1992; Hemming, 1995; Jun, 1995; Steriade, 1997 among others). In loanword phonology, Silverman(1990, 1992) argues that words from a source language are scanned through the perceptual level and that the features perceived by a speaker are stored in the input to be processed according to his/her native language's phonological constraints. The purpose of this paper is to test the validity of Silverman's proposal by examining the correlation between perception and production of Korean learners of English. We specifically focussed on perception and production of stop release by contrasting English loanwords with English words loarned through education to see if there were any significant differences. The results showed that there was no substantive correlation between the Korean speakers' perception of the loanwords pronounced by English speakers and their own production of those words. In the case of English words, however, the Korean speakers' production was closely related with their perception, although some inter-speaker variations were observed. With Optimality Theory (Prince & Smolenksy, 1993) as a theoretical framework of analysis, it was shown that the theory is a useful means of implementing a phonetics-phonology interface and relating perceptual processes with speech production. Specifically, under the assumption that loanwords with [t]~[t/sup h/] alternation (e.g.,'cut') are originally borrowed into Korean as two different input forms, all the alternations could be straightforwardly accounted for in terms of a unified ranking of constraints.

• Proceedings of the KSPS conference
• /
• 2007.05a
• /
• pp.71-73
• /
• 2007

The Purpose of the study is to give Korean-English leaners better knowledge on vowel sounds in their learning English. The traditional description of the cardinal vowel system developed by Daniel Johns in 1917 is not enough to provide English learners with clear ideas in producing native like vowel sounds. For the reason, three Korean-native subjects, one male, one female and one child are chosen to produce 7 cardinal vowels and compare them with native English and American speaker's vowel sounds. The difference of produced vowels sounds is quantified and visualized by employing Sona-match program. The results have been fairly remarkable. Firstly, Korean-English learner's vowel sounds are articulated differently from their intention of vowel production. Secondly, the tongue positions of Koreans are placed slightly more down and forward to the lips than those of English and Americans. However, the front vowel /i/ sound is quite close to English and Americans. Lastly the mid-vowel /${\partial}$/ sound is not produced in any articulations of Korean-native speakers. It is thought that the mid vowel, /${\partial}$/ is a type of a weak sound regarded as 'schwa' which needs a great deal of exposure to the language to acquire a physical skill of articulation.

• The Journal of the Korea Contents Association
• /
• v.9 no.1
• /
• pp.455-464
• /
• 2009

Based on the observation that Korean speakers of English have difficulties in producing English fricatives, a perception experiment was designed to investigate whether Korean speakers also have difficulties perceiving English labial consonants including fricatives. Forty Korean college students were asked to perform a multiple-choice identification test. The consonant perception test consisted of nonce words which contained English labial consonants [p, b, f, v] in 4 different prosodic locations: initial onset position, intervocalic position before stress, intervocalic position after stress, and final coda position. The general perception pattern was that the mean accuracy rates were higher in strong position like CV and VCVV than in weak position like VC and VVCV. The difficulties in perceiving the English targets resulted mainly from bidirectional manner confusion between stop and fricative across all prosodic locations. The other types of misidentification were due to place confusion as well as voicing confusion. Place confusion was generated mostly by the target [f] in all prosodic position due to acoustic properties. Voicing confusion was heavily influenced by prosodic position. The misperception of the participants was accounted for by phonetic properties and/or the participants' native language properties.

• Journal of The Korean Association of Information Education
• /
• v.7 no.1
• /
• pp.57-68
• /
• 2003

In this paper, we present a new model of web-based reading education system. The existing web-based reading education system was effective to reinforce interactions of the learners and elevate their reading interests, but the usability of web-based system was extremely unsatisfied during the process of reading required for a long time because it placed importance on the guidance as a result of reading. This paper has divided reading education activities depending upon the times: before reading, during reading and after reading, etc. Web-based reading strategies, which can be actively used at each stage, have been developed to do interaction actively among teachers, students and their parents. Furthermore, application methods of the strategies have been presented depending upon teaching-learning type of Korean language subject, such as professional's cooperative learning and problem solving learning, etc to revitalize reading guidance of regular Korean language class time.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.1
• /
• pp.143-157
• /
• 2011

It is a story through which people share their ideas and express their thoughts. Storytelling is temporally and spatially interconnected narration that consists of characters, background, its beginning and its conclusion. Furthermore, the story in storytelling is a means of delivering culture and history; thanks to the development of various media, delivering and exchanging the story are conducted in a variety of forms. Due to the technological advancement, the way storytelling is done has changed, which was a method called digital storytelling. This storytelling has been frequently used in education; that is, teachers utilize stories to communicate their thoughts. As receivers, students understand a shade of meaning and the role of language, thus reorganizing the important factors in the context of meaningful events. However, in practice the classes are so teacher-centered that the role of students are relegated to that of passive learners, thus debilitating the interaction between participants; as a result, this situation shows serious limitations in that it does not improve students' practical skills. Despite this situation, home economics has attempted to broaden students' practical knowledge and has enabled them to acquire procedural knowledge as its main objectives in the context of the entire life. To overcome this problem, this study attempts to demonstrate the lesson model utilizing the storytelling where the lively participation in the process and results of learning can increase learners' self-confidence and responsibility. This lesson model is believed to facilitate the communication among participants including teachers and students. Through this alternative teaching method, learners can participate in the process of learning so that they can acquire practical knowledge: this method can be a step-stone for further development. In conclusion, the development of curriculum and lesson plans should be encouraged.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.4
• /
• pp.27-36
• /
• 2017

The purpose of this study is to design and implement an instructional model for flipped learning of programming class. Because a programming process requires a high level of abstract thinking with a good understanding of a programming language, many students have difficulty in programming. For this characteristic of programming, it is not easy to effectively achieve learning goals of programming lesson by lecturing grammatical elements of a programming language and the following examples in a limited class time. In order to overcome these problems and to make effective programming lessons, we designed an instructional model based on flipped learning. Especially, in this study, we analyzed learners' difficulties in programming learning and errors that occurred in actual programming process for designing the instructional model. As a result of applying this model to the class, it was found that the students were generally satisfied with the lesson by having positive communication with other students in the classroom and actively participating in the learning.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.6
• /
• pp.11-19
• /
• 2013

Recently, the discussion of domain-generality vs. domain-specificity of creativity has been continued. At this point in time, we need to research computer programming activities related to creativity again. While most of existing relative researches have performed TTCT figural tests for evaluating learners' creativity of learning education programming language, our perspective is that verbal creativity is needed on learning education programming language more. In this research, we have developed scratch programming learning based on CPS with the contents using fundamental concepts of computer science from the viewpoint of that programming is a kind of learning required verbal thinking style. This learning program was applied to 17 students of 4th and 5th grade for each 4 classes in 5 days, total 20 classes, this group passed normality test has the result of t-test has found that three subscales (fluency, flexibility and originality) and creativity index (mean of three standard scores) of verbal creativity were improved significantly using the mean of standard scores (100) of TTCT verbal tests as the test value.

• Speech Sciences
• /
• v.8 no.4
• /
• pp.171-184
• /
• 2001

American English vowels and Korean vowels were compared by the plotformant method. For American English vowels, six General American English speakers pronounced English words in the b_t environment. For Korean vowels eight Kyongsang dialect speakers and eight Seoul dialect speakers pronounced Korean words in the environments of k_t, p_t and t_t. The formant plots were obtained by plotting F1/F2 tokens of 13 American English vowels on the F1xF2 plane. In spite of personal variations the 13 vowel spaces of all six American English speakers maintained their relative positions with some overlaps. Clear distinctions were made between i-I, e-$\varepsilon$, u-$\sigma$, and o-c. The domain of c and $\alpha$ overlapped for three American English speakers, but it did not for three other speakers. The 8 Korean vowel spaces of Kyongsang dialect speakers and Seoul dialect speakers were very similar and maintained their relative positions. No distinction was made between e and $\varepsilon$. In contrast with American English e which is a neutral vowel, Korean e was a back vowel. The comparison of 13 American English vowel positions and 8 Korean Vowel positions is expected to shed some light on the errors of English vowel pronunciation of Korean learners.

• Phonetics and Speech Sciences
• /
• v.8 no.4
• /
• pp.63-69
• /
• 2016

Twenty five English native speakers with two different L2 experienced groups and nineteen native Koreans heard both Korean word-initial nasals (/m/ and /n/) in three vowel contexts (low, mid, and high) produced by a native Korean speaker. The experiment examined the hypothesis that Korean nasals are more likely to be judged or perceived correctly by the L2-experienced English learners of Korean than the unexperienced counterparts. The result showed that L2 experienced group was more sensitive to effects of vowel height in judging the Korean nasals in which the perception of nasals before the high vowels was more subject to it. In addition, place of nasal articulation causes asymmetry relations - bilabial nasal /m/ is more likely to be perceived as plosives rather than alveolar nasal /n/. The study found that the L2 experience has a somewhat limited role in perceiving the nasals correctly in the word-initial position, especially before the high vowels, in that even the L2 experienced English subjects have difficulty in identifying the Korean nasals correctly in this environment. Nevertheless, low L2 proficiency might be accounted for the difficulty in the bilabial nasal identification observed by the L2 experienced group.