• 말소리와 음성과학
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• 제2권2호
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• pp.51-60
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• 2010

This study is to examine how Korean speakers realize English stress on the homographic words. Experiments were performed by Korean speakers three times, before stress instruction, immediately after instruction, and six weeks after instruction. First, duration, fundamental frequency, and intensity of the vowel in a stressed syllable of three homographic words produced by Korean speakers were compared with those of native speakers of English. The result shows that when the words were used as nouns, before instruction Korean speakers had shorter duration and lower fundamental frequency in the stressed vowel than the native speakers, which indicates that Korean speakers did not assign the primary stress on the first syllable of the nouns. After instruction, the values of duration and fundamental frequency were increased and the differences between two groups were decreased. Next, the values of these stress features measured three times were analyzed in order to find out how they changed through instruction. The analysis shows that after instruction the values of three features were increased compared to the ones before instruction, and that the biggest change was in duration of the vowel and the next was fundamental frequency. Six weeks after instruction, the values of duration and intensity were decreased than those immediately after instruction. This means that instruction is helpful for Korean speakers to assign the stress for the English homographic words, and that instruction and practice are needed repeatedly.

• 음성과학
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• 제13권1호
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• pp.55-66
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• 2006

A purpose of this study is to investigate the acoustic characteristics of English stress produced by the two groups of South Kyungsang (henceforth, SK) Korean speakers: high-proficiency and low-proficiency with reference to English native speakers. Another purpose is to compare results from the high- and low-proficiency SK Korean subjects with those of the native speakers, and to provide an analytical account of how approximate the high-proficiency SK Korean subjects' production is to the native speakers' and how different the low-proficiency SK Korean subjects' is from the native speakers'. Results indicated that the native speakers' main strategy used in producing stressed syllables was duration while the high-proficiency SK Korean subjects' was predominantly pitch-oriented. The low-proficiency SK Korean subjects' pitch patterns showed regularity, emphasizing the penultimate syllable with pitch. In comparing duration among the three groups, both groups of the SK Korean subjects became more even in their duration values for each syllable as the structure of the word or the sentence became more complex.

• 영어어문교육
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• 제7권1호
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• pp.51-66
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• 2001

This paper compares different uses of downgraders by Korean English speakers (KES) with those by American English native speakers (AENS) in their requestive e-mail. Three different situations in which social power and distance were controlled were set up to examine and compare the participants' politeness strategies in requestive e-mail. It was found that the KESs' use of downgraders appeared differently from the AENSs' use qualitatively and quantitatively across three situations. The AENSs used downgraders almost three times as more, resulting in a much more mitigated and polite effect in requests. The AENSs' requests were mostly modified by syntactic modifiers, such as aspect, tense, conditional, and consultative devices. On the other hand, the KESs' requests were modified mostly by politeness markers and conditionals in a limited number of requests.

• 말소리와 음성과학
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• 제5권3호
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• pp.21-29
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• 2013

The mismatch negativity (MMN) is known to be a fronto-centrally negative component of the auditory event-related potentials (ERP). $N\ddot{a}\ddot{a}t\ddot{a}nen$ et al. (1997) and Winkler et al. (1999) discuss that MMN acts as a cue to a phoneme perception in the ERP paradigm. In this study a perception experiment based on an ERP paradigm to check how Korean and American English speakers perceive the American English high front vowels was conducted. The study found that the MMN obtained from both Korean and American English speakers was shown around the same time after they heard F1s of English high front vowels. However, when the same groups heard English words containing them, the American English listeners' MMN was shown to be a little faster than the Korean listeners' MMN. These findings suggest that non-speech sounds, such as F1s of vowels, may be processed similarly across speakers of different languages; however, phonemes are processed differently; a native language phoneme is processed faster than a non-native language phoneme.

• 음성과학
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• 제9권2호
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• pp.109-132
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• 2002

The purpose of this study is to examine the focus realization of [Adjective+Noun] phrases which are used in English classroom situations. In order to examine this, two production and one perception experiments were designed. The noun phrases in the first two production experiments are divided into three patterns according to the location of focus. The difference between the two production experiments is that in the first experiment the focused words are contextually given in the classroom situation, but in the second experiment they are presented in written form. We compare the native English teachers' focus realization of noun phrases with that of Korean teachers from the point of view of intonational phonology. In the perception test, we examine how the uttered sentences are perceived by English native speakers and Korean native speakers. The results from the three experiments show that native English teachers' focus realization is quite consistent with informational structure. Also, there is a significant difference in pitch range of adjectives and nouns when the native speakers give pitch accents on the two content words, and the uttered sentences are mostly perceived as well as the speakers' intentions. As for Korean speakers, however, they usually focus only on the adjective or they focus on both the adjective and the noun, regardless of the relative informativeness of these words. From these findings, we can conclude that focus realization of Korean teachers is rather inconsistent with respect to informational structure when compared to that of native English teachers.

• 말소리와 음성과학
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• 제13권2호
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• pp.9-17
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• 2021

Voice onset time (VOT) is known to be a primary acoustic cue that differentiates voiced from voiceless stops in the world's languages. While much attention has been given to the sound change of Korean stops, little attention has been given to that of English stops. This study examines VOT of stop consonants as produced by English speakers in comparison to Korean speakers to see whether there is any VOT change for English stops and how the effects of stop, place, gender, and individual on VOT differ cross-linguistically. A total of 24 native speakers (11 Americans and 13 Koreans) participated in this experiment. The results showed that, for Korean, the VOT merger of lax and aspirated stops was replicated, and, for English, voiced stops became initially devoiced and voiceless stops became heavily aspirated. English voiceless stops became longer in VOT than Korean counterparts. The results suggest that, similar to Korean stops, English stops may also undergo a sound change. Since it is the first study to be revealed, more convincing evidence is necessary.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2005년도 추계 학술대회 발표논문집
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• pp.91-95
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• 2005

The aim of this paper is to investigate the effects of postvocalic voicing(Contrasting voiceless fricative and affricate with voiced fricative and affricate) on vowel duration. In particular we focused on the durational differences between vowels followed by voiceless and voiced consonants across three groups of speakers: English speakers, English bilinguals and Korean learners of English. the result of experimental I showed that durations of vowels preceding voiced fricative and affricates as well as voiced stops are significantly longer than those preceding voiceless counterparts. Experiment Ⅱ indicated that as the subjects exposed themselves longer to English speaking society, their pronunciation was increasingly similar to those of English native speakers.

• 음성과학
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• 제8권1호
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• pp.33-52
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• 2001

A bilingual sound dictionary in Korean and English has been created for a broad range of sound reference to cross-linguistic, dialectal, native language (L1)-transferred biological and allophonic variations. The paper demonstrates that the pronunciation dictionary of the lexicon is inadequate for sound reference due to the preponderance of unmarked sounds. The audio registry consists of the three-way comparison of 1) English speech from native English speakers, 2) Korean speech from Korean speakers, and 3) English speech from Korean speakers. Several sub-dictionaries have been created as the foundation research for independent development. They are 1) a pronunciation dictionary of the Korean lexicon in a keyboard-compatible phonetic transcription, 2) a sound dictionary of L1-interfered language, and 3) an audible dictionary of Korean sounds. The dictionary was designed to facilitate the exchange of the speech signal and its corresponding text data on various media particularly on CD-ROM. The methodology and findings of the construction are discussed.

• 한국영어학회지:영어학
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• 제1권3호
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• pp.497-508
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• 2001

This study tested whether non-native speakers approximated native-like locus equation slopes. Russian learners of English acquired native-like values of the locus equation slope for the English bilabial, and English learners of Russian made slight modifications to the locus equation slope of the Russian bilabial. The acquisition of the locus equations occurred gradually with experience. While English speakers, with limited experience with Russian, failed to approximate Russian-typical value of the locus equations slope, Russian speakers, with more extensive experience with English, succeeded in approximating the locus equation for English bilabial. The observation of locus equation transfer effect supports for the locus equation hypothesis as the unit of acquisition over CV-by-CV learning.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.574-575
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• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.