• Proceedings of the KSPS conference
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• 2003.05a
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• pp.159-162
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• 2003

In this paper I investigate the intervening consonants constraint in umlaut in Korean. It is generally known that if a palatalized consonant, i.e. s/ㅅ/ or $t{\int}/ㅈ/$ etc, intervenes in an umlaut environment, the expected umlaut process is blocked. But there are not a few words which are thought to have undergone umlaut diachronically: wensu $( If we assume that these words were formed as a result of umlaut, we must explain the reason of the violation of the intervening consonants constraint. On the other hand if we assume that these words were formed as a result of other phonological processes, we must explain these words by ad hoc rules respectively. In this paper I argue that these words including others have undergone the umlaut process by offering some historical and dialectal evidence.

• Journal of the Korean Institute of Telematics and Electronics C
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• v.36C no.3
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• pp.47-56
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• 1999

Various phonological alteration occurs when we pronounce continuously in korean. This phonological alteration is one of the major reasons which make the speech recognition of korean difficult. This paper presents a rule-based system which converts a speech recognition character string to a text-based character string. The recovery results are morphologically analyzed and only a correct text string is generated. Recovery is executed according to four kinds of rules, i.e., a syllable boundary final-consonant initial-consonant recovery rule, a vowel-process recovery rule, a last syllable final-consonant recovery rule and a monosyllable process rule. We use a x-clustering information for an efficient recovery and use a postfix-syllable frequency information for restricting recovery candidates to enter morphological analyzer. Because this system is a rule-based system, it doesn't necessitate a large pronouncing dictionary or a phoneme dictionary and the advantage of this system is that we can use the being text based morphological analyzer.

• Journal of Digital Contents Society
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• v.4 no.2
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• pp.233-242
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• 2003

A TTS(Text-To-Speech) System is a computer-based system that should be able to read any text aloud. To output a natural voice, we need a general knowledge of language, a lot of time, and effort. Furthermore, the sound pattern of english has a variable pattern, which consists of phonemic and morphological analysis. It is very difficult to maintain consistency of pattern. To handle these problems, we present a system based on phonemic analysis for vowel and consonant. By analyzing phonological variations frequently found in spoken english, we have derived about phonemic contexts that would trigger the multilevel application of the corresponding phonological process, which consists of phonemic and allophonic rules. In conclusion, we have a rule data which consists of phoneme, and a engine which economize in system. The proposed system can use not only communication system, but also utilize office automation and so on.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.797-820
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• 2013

This study intended on analyzing the error patterns of mathematic problem posing sentences by the 100 elementary pre-teachers and discussing about the solutions. The results showed that the problem posing sentences have five error patterns: phonological error patterns, word error patterns, sentence error patterns, meaning error patterns, and notation error patterns. Divided into fourteen specific error patterns, they are as in the following. 1) Phonological error patterns are consisted of the 'ㄹ' addition error pattern and the abbreviated word error pattern. 2) Words error patterns are divided with the inappropriate usage of word error pattern and the inadequate abbreviation error pattern, which are formulized four subgroups such as the case maker, ending of the word, inappropriate usage of word, and inadequate abbreviation of article or word error pattern in detail. 3) Sentence error patterns are assumed four kinds of forms: the reference, ellipsis of sentence component, word order, and incomplete sentence error pattern. 4) Meaning error patterns are composed the logical contradiction and the ambiguous meaning. 5) Notation error patterns are formed four patterns as the spacing, punctuation, orthography of Hangul, and spelling rules of foreign words in Korean. Furthermore, the solutions for these error patterns were discussed: First, it has to be perceived the differences between spoken and written language. Second, it has to be rejected the spoken expressions in written contexts. Third, it should be focused on the learning of the basic sentence patterns during the class. Forth, it is suggested that the word meaning should have the logical development perception based on what it means. Finally, it is proposed that the system of spelling of Korean has to be learned. In addition to these suggestions, a new understanding is necessary regarding writing education for college students.

• Language and Information
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• v.10 no.1
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• pp.1-20
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• 2006

We can distinguish two different groups of 'fusion expressions' depending on whether the verb (-ko) ha- 'do' can be recovered from the contracted expression concerned or not: recoverable and unrecoverable fusion expressions. Many expressions belonging to the former group show alternations between the [da]-type and the [dae]-type: e.g., o-nta-nta and o-ntae-nta '...says... is coming.' On the other hand, some expressions like ka-ntae can only be realized as the [dae]-type. The main purpose of this paper is to account for these [dae]-type expressions. First, we assume that they have an inaudible/invisible quotation $verb\;{\phi}-$, which takes as its complement a verb phrase with a neutral speech-level ending. This quotation verb is derived from the quotation verb ha-. Second, we assume that the quotation $verbs\;{\phi}-$ and ha- have the [j] sound as their stem-final element, which means that these verbs are actually represented as ${\phi}-j-$ and ha-j-, respectively. In this system, the [tae]-type expressions come out naturally from the behavior of the [j] sound. We do not employ any ad hoc phonological rules to derive the [dae]-type expressions from the corresponding [da]-type expressions.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.247-251
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• 1996

This paper is intended as a preliminary study on phonetic and phonological differences between Polish and Korean languages. In this paper an attempt is made to examine the most conspicious difficulties encountered by Polish learners who begin to speak Korean (and in doing so, 1 would hope that it might be of help to future learners of both languages). Since the phoneme inventory and general phonetic rules for both languages are very different, teaching and learning accurate pronunciation is extremely difficult for both the Poles and Koreans without any previous phonetic training. In the case of Polish and Korean we can see how strong and persistent the influences of the mother-tongue are on the target language. As an example I would like to discuss the basic differences between Polish and Korean consonants. The most important consonantal opposition in Polish is voice-/voicelessness (f. ex.; 〔b〕 / 〔p〕, 〔g〕 / 〔k〕) while in Korean, opposition such as voice-/voicelessness is of secondary importance. Therefore Korean speakers do not perceive the difference between Polish voiced and voiceless consonants. On the other hand, Polish speakers can not distinguish Korean lenis / fortis / aspirated consonants (f. ex.; ㅂ 〔b〕 / ㅃ 〔p〕 / ㅍ〔ph〕, ㄱ 〔g〕 / ㄲ 〔k〕 / ㅋ 〔kh〕)) opposition. The other very important factor is palatalization which is of vital importance in Polish and, because of this, Polish speakers are extremely sensitive to it. In Korean palatalization is not important phonetically and Korean speakers do not distinguish between palatalized and non-palatalized consonants. The transcription used here is based on ' The principles of the International Phonetic Association and the Korean Phonetic Alphabet ' (1981) by Hyun Bok Lee.

• Journal of Korean language education
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• v.28 no.1
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• pp.251-268
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• 2017

This study is based on differences of syllable type between Korean and Chinese language pronunciation. For example, Nasal consonant ending 【n】 and 【${\eta}$】 reside in both Korean and Chinese phonetics simultaneously. However, in experiential training, Chinese learners will make errors in pronunciation of the Korean syllable nasal consonant ending like 【n】 and 【${\eta}$】. In the previous research, analysis of pronunciation errors were often based on the perspective of phonological system and combination of the phoneme rules. However, in this study, the analysis is based on the differences between Korean and Chinese syllables category to indicate the cause of pronunciation errors. The main findings of this study indicated that in the process of pronunciation of Chinese, nasal consonant syllable rime and its 【back】 tongue vowel are combined with each other. However, this rule does not apply in Korean pronunciation. Therefore, the Korean syllabic types like "앤, 응, 옹, 앵, 은, 온, 언" also exist in the Chinese language. When theChinese learners pronounce these types of syllables, the combination of the voweland nasal syllable rime rule will be taken, which will result in pronunciationerrors.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.314-326
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• 2018

The purpose of this study was to evaluate the usability of a hybrid mobile reading game among 14 parents of children with reading disabilities. The reading game consisted of six steps according to the process of reading (familiarizing with consonants and vowels, acquiring whole words, combining consonants and vowels, reading words, phonological rules, reading fluency). In this study, parents experienced steps one through three of the reading-game app and evaluated the general design features and Universal Design for Learning on a five-point scale. Regarding the general design features, parents rated usability (18 items in total) as high in the following order: interactive design, instructional design, and interface design. Regarding the Universal Design for Learning (9 items in total), parents evaluated usability as high in the following order: providing multiple means of representation, providing multiple means of action and expression, and providing multiple means of engagement. Lastly, suggestions for the improvement of the app, practical implications, and suggestions for future research are discussed.

• Proceedings of the KSPS conference
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• 1996.10a
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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.