• 한국컴퓨터정보학회논문지
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• 제24권2호
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• pp.9-16
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• 2019

Computer-Assisted Pronunciation Training system is considered to be a useful tool for pronunciation learning for students who received elementary level English pronunciation education, especially for students who have difficulty in correcting their pronunciation in front of others or who are not able to receive face-to-face training. The conventional Computer-Assisted Pronunciation Training system shows the word to the user, the user pronounces the word, and then the system provides phoneme or audio feedback according to the pronunciation of the user. In this paper, we propose a Computer-Assisted Pronunciation Training system that can practice on the varying pronunciation according to positions of adjacent phonemes. To achieve this, the proposed system is implemented by recommending a series of words by focusing on adjacent phonemes for simplicity and clarity. Experimental results showed that word recommendation considering adjacent phonemes leads to improvement of pronunciation accuracy.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.255-270
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• 2000

Because the accuracy is essential, in order to get the fluency in speaking, both of them are very important in English education and in-service training programs. To get the accuracy and the fluency, the causes and phenomena of the unnatural pronunciation have to be surveyed first of all. Therefore, this article surveyed the problematic and unnatural pronunciation of Korean English teachers in elementary and secondary schools using CSL and Multi-speech. And also, tried to pinpoint what the causes of unnatural pronunciation are\ulcorner Next a procedure or steps were offered for them to speak naturally through in-service training programs. Through this analysis, it was found that elementary teachers have unnatural pronunciation below, within and beyond word level, and the secondary teacher has unnatural pronunciation within and beyond word level. Therefore, pronunciation training courses have to put emphasis on segment features first, and move to suprasegmental features for elementary teachers. For secondary teachers, pronunciation training courses have to focus on word level and move to suprasegmental features, in other words beyond word level. And these pronunciation training courses have to be run integrated.

• 말소리와 음성과학
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• 제2권3호
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• pp.29-36
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• 2010

The purposes of this study are (1) to see if language transfer effect is found in Korean speakers' pronunciation of English stops and to correct them and (2) to investigate the effectiveness of mimicry training and Speech Analyzer training on subjects' pronunciation of English stops. For these purposes, 20 Korean speakers' VOT values of English stops were measured using Speech Analyzer and their post-training production was compared with their pre-training production. The result shows that Korean speakers have no difficulty in correcting pronunciation errors of English voiceless stops and voiced stops and such a result indicates that language transfer effect is not noticed as expected. In addition, the result of pronunciation training shows that the training using Speech Analyzer is more effective than mimicry training.

• 말소리와 음성과학
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• 제5권3호
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• pp.31-38
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• 2013

This study investigated the influence of English vowel pronunciation training to English word-initial stop pronunciation. For that purpose, VOT values of English stops produced by twenty Korean English learners(five Youngnam dialect male speakers, five Youngnam dialect female speakers, five Kangwon dialect male speakers, and five Kangwon dialect female speakers) were measured using the Speech Analyzer and their post-training production was compared with their pre-training production. The result shows that post-training VOT values of voiced stops became closer to those of native English speakers in all four groups. Hence, it can be inferred that vowel pronunciation training is effective for correcting pronunciation of voiced vowels by analyzing the change of the quality of following vowels(especially low vowels) and the degree of giving stress.

• 말소리와 음성과학
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• 제5권2호
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• pp.81-90
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• 2013

The purposes of this study are to: (1) Compare the vowel production of English front vowels produced by Korean speakers using regional dialects and; (2) Investigate and compare the effectiveness of pronunciation training for each regional dialect group. To test these objectives, the English front vowels produced by five Youngnam dialect male speakers, five Youngnam dialect female speakers, five Kangwon dialect male speakers, and five Kangwon dialect female speakers were scrutinized. These dialect groups' vowel formants and length of English front vowels were evaluated, and the post-pronunciation training values were compared with those of pre-training values. The results indicate that pronunciation training is more effective for Youngnam dialect speakers, whilst both dialect groups have more success mastering the pronunciation of /${\varepsilon}$/ over /${\ae}$/.

• 영어어문교육
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• 제13권2호
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• pp.129-153
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• 2007

When English language teachers are deciding on their priorities for teaching pronunciation, it is imperative to know what kind of differences and errors are most likely to interfere with communication, and what special problems particular first-language speakers will have with English pronunciation. In other words, phoneme discrimination skill is an integral part of speech processing for the EFL learners' learning to converse in English. Training using sound visualization technique can be effective in improving second language learners' perceptions and productions of segmental and suprasegmental speech contrasts. This study assessed the efficacy of a pronunciation training that provided visual feedback for EFL learners acquiring pitch and durational contrasts to produce and perceive English phonemic distinctions. The subjects' ability to produce and to perceive novel English words was tested in two contexts before and after training; words in isolation and words in sentences. In comparison with an untrained control group, trainees showed improved perceptual and productive performance, transferred their knowledge to new contexts, and maintained their improvement three months after training. These findings support the feasibility of learner-centered programs using sound visualization technique for English language pronunciation instruction.

• 대한음성학회지:말소리
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• 제44호
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• pp.1-14
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• 2002

Because the accuracy and the fluency are the essence in English speaking, both of them are very important in English trencher training and in-service English training programs. To get the accuracy and the fluency, the causes and the phenomena of the unnatural pronunciation have to be diagnosed. Consequently, the problematic and unnatural pronunciation of Korean elementary and secondary English teachers should be analyzed with using Acoustic Analyzing tools like CSL, Multi-speech and Praat. In addition, an attempt to Pinpoint what the causes of unnatural pronunciation was executed. Next a procedure and steps were proposed for in-service training programs that would cultivate the fluency and the accuracy. In case of elementary teachers, the unnatural pronunciation of segmental features and suprasegmental features were found much. therefore segmental features should be emphasized in the begging of pronunciation training courses and then suprasegmental features have to be emphasized. In case of secondary teachers, the unnatural pronunciation of suprasegmental features were found much. Therefore segmental and suprasegmental features have to be focused at the same time. In other words, features in word level should be focused first for elementary English teacher, and features in word level and beyond word level should be trained at the same time for secondary English teachers.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.338-349
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• 2000

Pronunciation teaching is once again coming into the foreground of ELT. Japan is, however, lagging far behind many countries in the development of pronunciation curricula and in the actual speech performance of the Japanese learners of English. The reasons for this can be found in the prevalence of communicative methodologies unfavorable for pronunciation teaching, in the lack of trained professionals, and in the large numbers of students in Japanese foreign language classes. This paper offers a way to promote foreign language pronunciation teaching in Japan and other countries by means of employing computer and internet facilities. The paper outlines the major directions of using modem speech technologies in pronunciation classes, like EVF (electronic visual feedback) training at segmental and prosodic levels; automated error detection, testing, grading and fluency assessment. The author discusses the applicability of some specific software packages (CSLU, SUGIspeech, Multispeech, Wavesurfer, etc.) for the needs of pronunciation teaching. Finally, the author talks about the globalization of pronunciation education via internet resources, such as computer corpora and speech and pronunciation training related web pages.

• 한국정보통신학회논문지
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• 제23권4호
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• pp.407-415
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• 2019

듣고 말하는 어려움이 있는 청각장애 아동은 원활한 의사소통을 위해 긴 시간 동안 청력 훈련인 조음 훈련 과정을 거친다. 본 연구의 목적은 청각장애 아동을 대상으로 흥미를 유지하며 반복적인 청력 훈련을 할 수 있는 디지털 콘텐츠 기반의 조음훈련시스템을 제공하는 것이다. 이를 위하여 우선 사용자와 전문가를 대상으로 인터뷰 조사를 진행하였고, 이 결과를 바탕으로 디지털 콘텐츠 기반의 조음훈련 서비스를 개발하였다. 마지막으로 앞서 구현된 디지털 서비스의 훈련 효과를 검증하기 위하여, 청각 장애 아동을 대상으로 사용자 테스트를 진행하였다. 인터뷰 분석 결과, 조음훈련에 영향을 미치는 중요 요인으로 반복훈련과 흥미 요인이 도출되었다. 디지털 서비스를 구현하는데 있어서, 아동들의 흥미 도출을 위해 동화와 다양한 인터랙션 요소를 활용했고, 효과적인 반복훈련을 위해 복수의 단어와 문장을 훈련할 수 있는 사용자 흐름을 설계하였다. 개발된 서비스에 대한 청각장애 아동의 테스트 결과, 본 디지털 콘텐츠는 조음 훈련의 효과와 흥미에 대하여 긍정적으로 평가되었다.

• 말소리와 음성과학
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• 제1권1호
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• pp.77-86
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• 2009

This study observes how the combined intervention program effects on the acquisition reading pronunciation of Korean phonological process words and the acquisition aspects of each phonological process rules to four Korean learners whose first language is Chinese. The training program is the combination of multisensory Auditory, Visual and Kinethetic (AVK) approach, wholistic approach, and metalinguistic approach. The training purpose is to evaluate how accurately they read the words of the phonological process which have fortisization, nasalization, lateralization, intermediate sound /ㅅ/ (/${\int}iot"$/). We access how they read the untrained words which include the four factors above. The intervention effects are analyzed by the multiple probe across subjects design. The results indicate that the combined phonological process rule explanation and the words activity intervention affects the four Chinese subjects in every type of word. The implications of the study are these: First, it suggests the effect of Korean pronunciation intervention in a concrete way. Second, it offers how to evaluate the phonological process and how to train people who are learning Korean language.