• 말소리와 음성과학
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• 제2권2호
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• pp.3-16
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• 2010

This study aims at setting the hierarchy of difficulty of the 7 Korean monophthongs for Mongolian learners of Korean according to Prator's theory based on the Contrastive Analysis Hypothesis. In addition to that, it will be shown that the difficulties and errors for Mongolian learners of Korean as a second or foreign language proceed directly from this hierarchy of difficulty. This study began by looking at the speeches of 60 Mongolians for Mongolian monophthongs; data were investigated and analyzed into formant frequencies F1 and F2 of each vowel. Then, the 7 Korean monophthongs were compared with the resultant Mongolian formant values and are assigned to 3 levels, 'same', 'similar' or 'different sound'. The findings in assessing the differences of the 8 nearest equivalents of Korean and Mongolian vowels are as follows: First, Korean /a/ and /$\wedge$/ turned out as a 'same sound' with their counterparts, Mongolian /a/ and /ɔ/. Second, Korean /i/, /e/, /o/, /u/ turned out as a 'similar sound' with each their Mongolian counterparts /i/, /e/, /o/, /u/. Third, Korean /ɨ/ which is nearest to Mongolian /i/ in terms of phonetic features seriously differs from it and is thus assigned to 'different sound'. And lastly, Mongolian /$\mho$/ turned out as a 'different sound' with its nearest counterpart, Korean /u/. Based on these findings the hierarchy of difficulty was constructed. Firstly, 4 Korean monophthongs /a/, /$\wedge$/, /i/, /e/ would be Level 0(Transfer); they would be transferred positively from their Mongolian counterparts when Mongolians learn Korean. Secondly, Korean /o/, /u/ would be Level 5(Split); they would require the Mongolian learner to make a new distinction and cause interference in learning the Korean language because Mongolian /o/, /u/ each have 2 similar counterpart sounds; Korean /o, u/, /u, o/. Thirdly, Korean /ɨ/ which is not in the Mongolian vowel system will be Level 4(Overdifferentiation); the new vowel /ɨ/ which bears little similarity to Mongolian /i/, must be learned entirely anew and will cause much difficulty for Mongolian learners in speaking and writing Korean. And lastly, Mongolian /$\mho$/ will be Level 2(Underdifferentiation); it is absent in the Korean language and doesn‘t cause interference in learning Korean as long as Mongolian learners avoid using it.

• 말소리와 음성과학
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• 제1권3호
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• pp.3-18
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• 2009

Do loanword properties emerge in the acquisition of a foreign language and if so, how? Classic studies in adult language learning assumed loanword properties that range from near-ceiling to near-chance level of appearance depending on speech proficiency. The present research argues that such variations reflect different phonological types, rather than speech proficiency. To investigate the difference between learner speech and loanword phonology, the current research analyzes the speech data from five different proficiency levels of 92 Korean speakers who read 19 pairs of English words and sentences that contained loanwords. The experimental method is primarily an acoustical one, by which the phonological cause in the loanwords (e.g., the insertion of [$\Box$] at the end of the word stamp) would be attested to appear in learner speech, in comparison with native speech from 11 English speakers and 11 Korean speakers. The data investigated for the research are of segment deletion, insertion, substitution, and alternation in both learner speech and the native speech. The results indicate that learner speech does not present the loanword properties in many cases, but depends on the types of phonological causes. The relatively easy acquisition of target pronunciation is evidenced in the cases of segment deletion, insertion, substitution, and alternation, except when the loanword property involves the successful command of the target phonology such as the de-aspiration of [p] in apple. Such a case of difficult learning draws a sharp distinction from the cases of easy learning in the development of learner speech, particularly beyond the intermediate level of proficiency. Overall, learner speech departs from loanword phonology and develops toward the native speech value, depending on phonological contrasts in the native and foreign languages.

• 영어어문교육
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• 제3호
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• pp.1-12
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• 1997

Errors in EFL writing are very often attributable to learner's inadequate understanding of the target culture. Most of these errors are very hard to identify because they are grammatically correct notwithstanding the meaning. EFL learners almost habitually equate the meaning and usage of a linguistic item when it is present both in the native and the target languages. However, seemingly identical items in both languages sometimes prove themselves to be distinct from each other because of cultural differences. Some expressions in the native language are neither socially acceptable nor meaningful in the target language. Out of sheer ignorance, moreover, one puts a target item in the way he may use it in his native language. For instance. the primary feature of the term "friend" in Korean is [+same age group]. So, a Korean young man is not supposed to call his teacher a friend. This paper aims to clarify patterns of college level writing errors caused by interference of mother culture.

• 아동학회지
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• 제21권1호
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• pp.235-252
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• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• 한국방송∙미디어공학회:학술대회논문집
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• 한국방송공학회 1999년도 KOBA 방송기술 워크샵 KOBA Broadcasting Technology Workshop
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• pp.151-158
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• 1999

This paper describes TVML (TV program Making Language) for automatically generating television programs from text-based script. This language describes the contents of a television program using expression with a high level of abstraction like“title #1”and“zoom-in”. The software used to read a script written in TVML and to automatically generate the program video and audio is called the TVML Player. The paper begins by describing TVML language specifications and the TVML Player. It then describes the“external control mode”of the TVML Player that can be used for applying TVML to interactive applications. Finally, it describes the TVML Editor, a user interface that we developed which enables users having no specialized knowledge of computer languages to make TVML scripts. In addition to its role as a television-program production tool. TVML is expected to have a wide range of applications in the network and multimedia fields.

• 한국어학
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• 제63권
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• pp.103-132
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• 2014

This study compares various speech rates of Korean learners with those of native Korean. Speech data were collected from 34 native Koreans and 33 Korean learners (19 Chinese and 14 Japanese). Each participant recorded a 9 syllabled Korean sentence at three different speech rate types. A total of 603 speech samples were analyzed by speech rate types (normal, slow, and fast), native languages (Korean, Chinese, Japanese), and learners' proficiency levels (beginner, intermediate, and advanced). We found that learners' L1 background plays a role in categorizing different speech rates in the L2 (Korean), and also that the leaners' proficiency correlates with the increase of speaking rate regardless of speech rate categories. More importantly, faster speech rate values found in the advanced level of learners do not necessarily match to the native speakers' speech rate categories. This means that learning speech rate categories can be more complex than we think of proficiency or fluency. That is, speech rate categories may not be acquired automatically during the course of second language learning, and implicit or explicit exposures to various rate types are necessary for second language learners to acquire a high level of communicative skills including speech rate variation. This paper discusses several pedagogical implications in terms of teaching pronunciation to second language learners.

• 음성과학
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• 제9권4호
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• pp.165-173
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• 2002

Strong compression effects in a stressed vowel due to the addition of syllables have been adopted as evidence for stress-timing. In relation to this, Yun (2002) investigated the compression effects of number of syllables on Korean vowel. The results generally revealed that Korean had neither significant nor consistent anticipatory or backwards compression effects, especially when it came to the sentence level. This led us to claim that Korean would not be a stress-timed language. But the language investigated in the study was only Korean, and further cross-linguistic research was needed to confirm the claim. In this study, Yun's (2002) sentence level data are compared with Fowler's (1981) English data. The comparison reveals that Korean seems to be similar to English in the backwards compression effect, whereas the two languages are markedly different in the anticipatory compression effect. Thus, if English is a stress-timed language and the strong anticipatory compression effect is evidence in favour of stress-timing as is claimed, the present cross-linguistic study confirms Yun's (2002) suggestion-Korean is unlikely to be stress-timed. On the other hand, compression effects are revisited: the differences in vowel compression between English and Korean are discussed from the syntactic and phonological points of view.

• 한국심리학회지 : 문화 및 사회문제
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• 제21권4호
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• pp.649-669
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• 2015

국제결혼으로 인해 증가하고 있는 한국 내 다문화 가정의 자녀들은 다양한 사회·심리적 어려움을 겪고 있으며 이를 보완하기 위해서는 부모자녀 관계에 주목할 필요가 있다. 본 연구에서는 부모자녀 관계의 질이 다문화 가정 자녀의 사회적응에 있어서 중요한 변수라고 보았고, 한 가정 내에 한국어 및 계승어 두 가지 언어가 공존하는 한국 다문화 가정의 특성을 고려하고자 하였다. 따라서 한국인 부모와 청소년 자녀의 계승어 유창성 일치도와 외국인 부모와 청소년 자녀의 한국어 유창성 일치도에 따라 부모관계 만족도가 어떻게 달라지는지 알아보고자 하였다. 이를 위하여 여성가족부(한국여성정책연구원)에서 실시한 2012년 전국다문화가족실태조사의 청소년 자녀 데이터와 그들의 부모 데이터를 병합하여 총 4314명의 청소년 데이터를 다층선형회귀 방법으로 분석하였다. 연구 결과에 의하면 부모자녀 간 한국어와 계승어 유창성 일치도는 부모관계 만족도에 각각 통계적으로 유의한 정적 영향을 주었고, 한국어나 계승어를 모두 유창하게 하는 집단, 청소년과 부모 중 한쪽만 유창하게 하는 집단, 둘 다 유창하지 않은 집단 순으로 부모관계 만족도를 나타내었다. 이러한 연구 결과를 바탕으로 다문화 가정 내의 건강한 가족관계 형성의 중요성을 강조하고 현재 시행되고 있는 다문화 정책에 대해 새로운 방향성을 제시하고자 한다.

• 한국간호교육학회지
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• 제4권2호
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• pp.317-330
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• 1998

A descriptive-explanatory design was employed in this study. The purpose of this study was identify the level of assertiveness and clinical stress and the relationships between assertiveness and clinical stress in nursing students. A convenient sample of 143 nursing students was used for the study. The results of this study are as follows : 1) The level of assertiveness of nursing students was 3.65 in domain of contents, 3.68 in domain of voice, and 4.13 in domain of body language. Thus the level of asertiveness of nursing students was higher in body language. 2) The level of clinical stress of nursing students was 3.73 in domain of clinical education and evaluation by professors, 3.59 in domain of nurses, 3.32 in domain of human relationships, and 3.30 in domain of environment. Thus the level of clinical stress of nursing students was higher in clinical education and evaluation by professors. 3) The assertiveness of nursing students was found significantly related to human relationships. 4) The clinical stress of nursing students was found significantly related to satisfaction of nursing, satisfaction of clinical practice and priority of candidate for nursing. 5) The assertiveness of nursing students was not found significantly related to clinical stress in nursing students.

• 한국정보과학회 언어공학연구회:학술대회논문집(한글 및 한국어 정보처리)
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• 한국정보과학회언어공학연구회 1995년도 제7회 한글 및 한국어 정보처리 학술대회
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• pp.211-214
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• 1995

At what level of orthographic representation is phonology linked in thelexicon? Is it at the whole word level, the syllable level, letter level, etc? This question can be addressed by comparing the two scripts used in Korean, logographic Hanmoon and alphabetic/syllabic Hangul, on a task where judgements must be made about the phonology of a visually presented word. Four experiments are reported using a "homophone decision task" and manipulating the sub-lexical relationship between orthography and phonology in Hanmoon and Hangul, and the lexical status of the stimuli. Hangul words showed a much higher error rate in judging whether there was another word identically pronounced than both Hangul nonwords and Hanmoon words. It is concluded that the relationship between orthography and phonology in the lexicon differs according tn the type of script owing to the availability of sub-lexical information: the process of making a homophone derision is based on a spread of activation exclusively among lexical entries, from orthography to phonology and vice versa (called "Orthography-Phonology-Orthography Rebound" or "OPO Rebound"). The results are explained within the mulitilevel interactive activation model with orthographic units linked to phonological units at each level.