• Phonetics and Speech Sciences
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• v.3 no.2
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• pp.11-22
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• 2011

The purpose of this study is to find the influence of Chinese falling-rising tone on the pitch pattern of corresponding Sino-Korean words delivered by Chinese learners of Korean and to examine how the falling-rising tone of corresponding Chinese words affect the pitch patterns of Sino-Korean words. The scope of this research is limited to Chinese learners of Korean, especially when they pronounce same-form-same-meaning Sino-Korean words. In this study, Chinese learners pronounced both Chinese words and corresponding Sino-Korean words. Learners' pitch patterns were recorded and analyzed using software and compared with the tone of corresponding Chinese words. Experimental results showed that Sino-Korean words were affected by Chinese 'falling-rising tone - high and level tone' when they started with lenis sounds. On the other hand, when Sino-Korean words started with aspirated sounds they were affected by Chinese 'falling-rising tone - high and level tone', 'falling-rising tone - falling-rising tone', and 'falling-rising tone - falling tone'. In conclusion, the Chinese learners' pitch patterns of Sino-Korean words are affected by Chinese falling-rising tone, especially when Sino-Korean words start with aspirated sounds.

• Phonetics and Speech Sciences
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• v.4 no.2
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• pp.21-31
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• 2012

The purpose of this study is to find the influence of Chinese falling-rising tone on the pitch pattern of corresponding partly-different-form-same-meaning Sino-Korean words delivered by Chinese learners of Korean and to examine how the falling-rising tone of corresponding Chinese words affects the pitch patterns of Sino-Korean words. The scope of this research is limited to Chinese learners of Korean, especially on two groups of Sino-Korean words - AB:CB type and AB:AC type that the are second-most frequently occuring different-form-same-meaning Sino-Korean words. In this study, Chinese learners pronounced both Chinese words and corresponding Sino-Korean words. Learners' pitch patterns were recorded and analyzed using software and compared with the tone of corresponding Chinese words. Experimental results showed that AB:CB type Sino-Korean words were not affected by Chinese 'falling-rising tone - high and level tone'. As well as AB:CB type, experimental results showed there were no significant influence on the pitch pattern of AB:AC type Sino-Korean words by Chinese falling-rising tone. But it was clear that Chinese learners' made pitch errors on both AB:CB type and AB:AC type Sino-Korean words. In conclusion, the Chinese learners' pitch patterns of partly-different-form-same-meaning Sino-Korean words are different from Korean native speakers', but their pitch errors cannot be attributed to Chinese falling-rising tone.

• Phonetics and Speech Sciences
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• v.3 no.3
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• pp.35-47
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• 2011

The purpose of this study is to examine the influence of Chinese high and level vs. rising tone on the pitch pattern of corresponding Sino-Korean words delivered by Chinese learners of Korean and to examine the aspects how these two tones of corresponding Chinese words affect the pitch patterns of Sino-Korean words. Scope of this research is limited to the Chinese learners of Korean, especially when they pronounce same-form-same-meaning Sino-Korean words. In this study, Chinese learners pronounced both Chinese words and corresponding Sino-Korean words. By using the software learners' pitch pattern were recorded, analyzed, and compared with the tone of corresponding Chinese words. Experimental results showed that Sino-Korean words were affected by Chinese 'high and level tone - high and level tone', 'high and level tone - rising tone', 'high and level tone - falling-rising tone', 'high and level tone - falling tone' and 'rising tone - falling tone' when they started with lenis sounds. On the other hand when Sino-Korean words started with aspirated sounds they were affected by Chinese 'rising tone - high and level tone', 'rising tone - rising tone', 'rising tone - falling-rising tone', 'rising tone - falling tone'. In conclusion, the Chinese learners' pitch patterns of Sino-Korean words are affected by both Chinese high and level & rising tone, especially when Sino-Korean words started with lenis sounds they were more affected by Chinese high and level tone, on the other hand Chinese rising tone influence Sino-Korean words more when they were started with aspirated sounds.

• Communications of Mathematical Education
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• v.30 no.2
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• pp.121-138
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• 2016

Most of elementary and secondary school mathematical terms in Korean are Sino-Korean words. We check Chinese characters relating to such Sino-Korean words by using Chinese dictionaries, and critically judge how much we can understand Sino-Korean words by Chinese characters. Through this search, we classify Sino-Korean words into three categories; words which can be understood by Chinese characters, words which can not be understood by Chinese characters, words which are misunderstood by Chinese characters.

• Journal for History of Mathematics
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• v.31 no.3
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• pp.111-126
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• 2018

At present, most of school mathematical terms in elementary and secondary curriculums of Korea are Sino-Korean words. 1964 Mathematical Editing Material, which aimed to unify mathematical terms into mainly Sino-Korean words, was considered a key factor for this situation. 1964 Editing Material depended heavily on 1956 Mathematical Terminology, which contains a lot of Korean native words and displays the school mathematical terms after 1945. There are many Korean native words in the Second Mathematical Curriculum. This shows that Korean native words of mathematics had been consolidated to some extent at that time. In North Korea, a lot of Korean native words are still used in mathematics. Some Sino-Korean words were recently changed to Korean native words in South Korea. 1956 Mathematical Terminology tells the method to make Korean native words of mathematics and will be an excellent guide for making Korean native words.

• Cross-Cultural Studies
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• v.30
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• pp.187-222
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• 2013

In this study, From 1,560 entry-level of TOPIK standard vocabularies are 702 Sino-Korean words selected which account for 45% of the whole vocabularies in TOPIK. In addition, the same form and morpheme words in Sino-Korean are sorted out by comparing them with 5,000 words of the NEW HSK vocabularies in Sino-Korean morpheme, array position of morpheme, meaning, and usage. Those are categorized into three parts : type of completely the same form-morpheme and same meaning, use, class(189 pairs), type of completely the same form-morpheme and partly same meaning, use, class(28 pairs), and type of completely the same form-morpheme and different meaning, use, class(10 pairs). The first type of words that account for 83.26% of them are used in exactly the same way in both Chinese and Korean. Through an accurate understanding of these vocabularies could either Chinese-speaking Korean learners or Korean-speaking Chinese learners apply those words in their mother tongue to the acquisition of the target language and get more effective means of learning methods for language proficiency test.

• Korean Journal of Cognitive Science
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• v.35 no.3
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• pp.205-224
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• 2024

The reading processes of Chinese-Korean bilinguals, who have learned Korean as a foreign language, are expected to show different eye movement patterns compared to native Korean speakers. Moreover, these bilinguals may utilize knowledge similar to Chinese in processing Korean word meanings, especially for Sino-Korean words that share semantic relationships with Chinese, potentially processing them faster than native Korean words. This study observed whether Chinese-Korean bilinguals show the word frequency effect typically observed in Korean native speaker reading during Korean sentence reading. Additionally, eye-tracking experiments were conducted under conditions distinguishing between native Korean words and Sino-Korean words to investigate whether there is an advantage in processing Sino-Korean words. The results of the experiments showed that Chinese-Korean bilinguals did not show the same frequency effects as native Korean speakers, and they showed shorter response times in the Sino-Korean condition compared to the native Korean condition. Based on these findings, it is suggested that Chinese-Korean bilinguals, when learning Korean as a foreign language, employ strategies focused on meaning similarity akin to their native language vocabulary acquisition strategies, and they process Sino-Korean words faster than native Korean words, suggesting a potential advantage in learning and processing Sino-Korean vocabulary.

• Cross-Cultural Studies
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• v.30
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• pp.223-244
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• 2013

Sino-Korean words make almost 70% of Korean words. Chinese Characters are very different from Hangul (Korean alphabet system) in form and they are semantic symbols. Therefore Korean and foreign students are very likely to have difficulty in mastering the Sino-Korean characters. This paper aims at reviewing the problems of teaching Chinese characters to Koreans and foreigners in Korea, and proposing how to teach them effectively. For this purpose, we first look into the realities of the national system of Chinese characters' education, and then suggest more effective instructions in teaching Chinese characters.

• Phonetics and Speech Sciences
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• v.7 no.4
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• pp.131-138
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• 2015

The initial syllables of a pair of Sino-Korean words are generally differentiated in their meaning by either short or long durations. They are realized differently by the dialect and generation of speakers. Recent research has reported that the temporal distinction has gradually faded away. The aim of this study is to examine whether college students with Kyungsang dialect made the distinction temporally using a statistical method of Mixed Effects Model. Thirty students participated in the recording of five pairs of Korean words in clear or casual speaking styles. Then, the author measured the durations of the initial syllables of the words and made a descriptive analysis of the data followed by applying Mixed Effects Models to the data by setting gender, length, and style as fixed effects, and subject and syllable as random effects, and tested their effects on the initial syllable durations. Results showed that college students with Kyungsang dialect did not produce the long and short syllables distinctively with any statistically significant difference between them. Secondly, there was a significant difference in the duration of the initial syllables between male and female students. Thirdly, there was also a significant difference in the duration of the initial syllables produced in the clear or casual styles. The author concluded that college students with Kyungsang dialect do not produce long and short Sino-Korean syllables distinctively, and any statistical analysis on the temporal aspect should be carefully made considering both fixed and random effects. Further studies would be desirable to examine production and perception of the initial syllables by speakers with various dialect, generation, and age groups.

• MALSORI
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• no.52
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• pp.85-99
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• 2004

The aim of this study is to show developmental characteristics of vocabulary of Korean children. In this study, words were classified according to the origin of words: pure Korean, sino-Korean and foreign words. The results of the present study are as follows: In common nouns, the rate of sino-Korean was 33.6% in 3 year-old children but 50.7% in 8 year-old children. Adverb and prenouns showed the similar rate. The rate of words with foreign origin was 10 ～ 11 % in all age groups.