• Speech Sciences
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• v.1
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• pp.27-38
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• 1997

The differences in French Intonation between French and Korean learners can be applied to French intonation education. One native French speaker and three native Korean speakers who learned French language at High school were selected for this study. The subjects spoke test phrases based on the different syntactic structures. High-Speed speech Analysis system(RILP) was used for this experiment. The different intonation curves were showed at the end of phrase and at the beginning of phrase between French and Korean learners. At the end of phrases, French intonation appeared to have increasing and decending pitch contours in the case of wh-question, exclamation and finality. However, Korean learner's intonation showed only increasing pitch contours. At the beginning of phrase, French intonation shows decending pitch contours in the case of minor continuation and command. In contrast, Korean learner's intonation appeared to have increasing pitch contours. The new intonation training system using PC can have great effect on education of French as a second language.

• Speech Sciences
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• v.15 no.1
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• pp.37-51
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• 2008

The main goal of this study is to examine if there is a difference in the utilization of a vowel length cue between Korean and Japanese L2 learners of English in their perception and production of postvocalic coda contrast in English. Given that Japanese subjects' performances on the identification and production tasks were much better than Korean subjects' performance, we may support the prediction based on the Feature Hypothesis which maintains that L1 phonological features can facilitate the perception of L2 acoustic cue. Since vowel length contrast is a phonological feature in Japanese but not in Korean, the tasks, which assess L2 leaners' ability to discriminate vowel length contrast in English, are much easier for the Japanese group than for the Korean group. Although the Japanese subjects demonstrated a better performance than the Korean subjects, the performance of the Japanese group was worse than that of the English control group. This finding implies that L2 learners, even Japanese learners, should be taught that the durational difference of the preceding vowels is the most important cue to differentiate postvocalic contrastive codas in English.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.39-56
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• 2005

This study is a small-scale replication study of Kubota (1998). Kubota discovered that L1 rhetoric was not the main cause of L2 writing problems. The conclusion of Kubota's study was in contrast to that of contrastive rhetoric research that claimed that the use of L1 rhetorical styles in L2 writing negatively affects the quality of L2 writing, in particular, at the organizational level. According to Kubota(1998), the use of Japanese rhetorical styles did not deteriorate the quality of English writing. By investigating Korean ESL learners, this replication study examined whether L1 and L2 writings have the same rhetorical styles and how L1 rhetorical styles affect the L2 writing quality. The study analyzed Korean and English persuasive writings written by 12 Korean ESL learners in terms of organization. The results show that Korean learners of English used different rhetorical styles in their L1 Korean writing and L2 English writing. However, there was a positive relationship between L1 Korean and L2 English organization scores.

• Speech Sciences
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• v.13 no.1
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• pp.43-54
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• 2006

The purpose of this study is to examine temporal structures of English words beginning with an /s/ plus stop sequence through production experiments with native speakers of Korean learning English and native speakers of English. According to the results of our production experiment, both a beginner and an advanced group of Korean English learners produced /s/ shorter than a following stop, while the opposite pattern was observed in English native speakers' production. An advanced group of Korean English learners were good at producing a stop after /s/ as unaspirated, but their production of a stop following /s/ was different from English native speakers' production in that the closure duration of the stop was much longer.

• Phonetics and Speech Sciences
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• v.4 no.4
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• pp.37-43
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• 2012

This study investigates an independent evaluation of prosody and segmentals with reference to the difference in the foreign accent of Korean, Chinese, and Japanese learners of English. For this study, a set of stimuli were made of English sentences read by male and female Korean, Chinese, and Japanese learners of English by prosody swapping technique. Two groups of American and Korean subjects evaluated the difference in the prosody and segmentals of the stimuli by pairwise difference rating. The results showed that there was no significant difference in the evaluation scores of prosody and segmentals across accents for either subject group. The results also showed that both subject groups indicated a greater score with segmentals than with prosody. The results of the present study are significant in that they are opposite to the claim of some previous studies that prosodic factors could have a greater influence on the foreign accent and intelligibility than segmentals.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.813-824
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• 2021

To improve educational performance by analyzing the learning trends of adult learners of Open High Schools, various algorithm models using artificial intelligence were designed and performance was evaluated by applying them to real data. We analyzed Log data of 115 adult learners in the cyber education system of Open High Schools. Most adult learners of Open High Schools learned more than recommended learning time, but at the end of the semester, the actual learning time was significantly reduced compared to the recommended learning time. In the second half of learning, the participation rate of VODs, formation assessments, and learning activities also decreased. Therefore, in order to improve educational performance, learning time should be supported to continue in the second half. In the latter half, we developed an artificial intelligence algorithm models using Tensorflow to predict learning time by data they started taking the course. As a result, when using CNN(Convolutional Neural Network) model to predict single or multiple outputs, the mean-absolute-error is lowest compared to other models.

• International Journal of Contents
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• v.10 no.4
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• pp.48-52
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• 2014

The purpose of this study was to examine 30 logical connectors in the essay writing of Korean university students for comparison with the use in similar types of native English writing. The main questions addressed were as follows: Do Korean EFL students tend to over- or underuse logical connectors? What types of connectors differentiate Korean learners from native use? To answer these questions, EFL learner data were compared with data from native speakers using computerized corpora and linguistic software tools to speed up the initial stage of the linguistic analysis. The analysis revealed that Korean EFL learners tend to overuse logical connectors in the initial position of the sentence, and that they tend to overuse additive connectors such as 'moreover', 'besides', and 'furthermore', whereas they underuse contrastive connectors such as 'yet' and 'instead'. On the basis of the results of this study, some pedagogical implications are made concerning the need for teaching of the semantic, stylistic, and syntactic behavior of logical connectors.

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

• Phonetics and Speech Sciences
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• v.1 no.4
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• pp.11-15
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• 2009

The aim of this study was to identify production difficulties of Korean learners of English in their articulation of English bilabial stops /p, b/ and labiodental fricatives /f, v/. Sixty non-sense syllables and twelve words were produced three times by nine graduate students. Test scores were measured from the score board made by FluSpeak, a speech training software program, which was designed for English pronunciation practice and improvement. Results show that 1) the subjects had lower scores in producing /p, b/ than /f, v/ from all positions, and 2) subjects had lower scores in medial (inter-vocalic) position than in initial (pre-vocalic) position and in final (post-vocalic) position when they produced /p/, /b/, /f/, and /v/. The results suggest that on the whole, Korean learners of English have much difficulty in producing /b/ and that they also have more articulatory problems in intervocalic than in the other positions when they produce these bilabial stops and labiodental fricatives.

• Speech Sciences
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• v.15 no.3
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• pp.31-38
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• 2008

The aim of this study was to find how English vowels affect the pronunciation of English sibilants /$d_3,\;{_3}$, z/ by Korean learners of English. Fifteen nonsense syllables composed by five vowels /a, e, i, o, u/ were pronounced six times by twelve Korean learners of English. Test scores were measured from the scoreboard made by a speech training software program, which was designed for English pronunciation practice and improvement. Results show that 1) the subjects had the lowest scores in /a_a/ position, and 2) subjects had lower scores in the /i_i/ position than in /e_e/, /o_o/ and /u_u/ positions when they pronounced $/d_3/,\;/{_3}/$, and /z/ in their respective inter-vocalic position. This study found that for the group studied Korean learners of English have more difficulty in pronouncing sibilants in /a_a/ and /i_i/ positions than in the other positions.