• English Language & Literature Teaching
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• v.16 no.1
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• pp.1-18
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• 2009

The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.

• Speech Sciences
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• v.10 no.2
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• pp.159-168
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• 2003

The purpose of this study was to assess the speech rate, fluency and the type of dysfluencies of normal adults in order to provide a basic data of normal speaking. The number of subjects of this study were 30(14 females and 16 males), and their ages ranged 17 to 36. The rate was measured as syllables per minute (SPM). The speech rates in reading ranged 273-426 with a mean of 348 SPM and in speaking ranges 118-409 (mean=265). The average of their fluencies was 99.1% in reading and 96.9% in speaking. The rater reliability of speech rate in the data assessed by video was very high (r=0.98) and the rater reliability of speech fluency was moderately high (r=0.67). The disfluency types were also analysed from 150 disfluency episodes. Syllable repetition and word interjection were the most common disfluent types.

• Phonetics and Speech Sciences
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• v.9 no.1
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• pp.9-17
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• 2017

The current study examined speech rate and its variance in spontaneous Seoul Korean speech. The current study focused on factors affecting the variance of speech rate such as utterance length, individual speakers, and gender. The results revealed that, first, utterance length has a significant influence on speech rate. Longer utterances were spoken at a faster rate. Second, regarding the effect of utterance length, individual speakers differed significantly in their speaking rate. The variation between speakers and within speakers tended to increase as utterance length increases. Third, there were speakers' gender differences, indicating that males produced considerably faster speaking rate than females. Additionally, the current study implied that non-linguistic factors in spontaneous speech can affect the variance of speakers' speaking rate.

• MALSORI
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• no.59
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• pp.1-11
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• 2006

This study was designed to investigate the relationship between intelligibility and phonemic contrasts, and acoustic features in terms of speech development. A total of 212 Putonghua speaking children was participated in the experiment. There were phonemic contrasts significantly related with speech intelligibility: aspirated vs. fricative, retroflex vs. unretroflex, and front vs. back nasal vowel contrast. A regression analysis showed that 88% of the speech intelligibility could be predicted by these phonemic contrasts. Acoustic values were significantly related to the intelligibility of the Putonghua-speaking children's speech: voice onset time of unaspirated stops, and the duration of frication noise in fricatives.

• MALSORI
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• no.67
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• pp.61-77
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• 2008

The purpose of this study is to blow the characteristics of disfluency in childhood. The subjects were 144 normal children at the age of between 3 to 8 years who lived in Seoul. All the subjects provided spontaneous conversational speech samples during free-play interactions with their friends. We investigated the patterns and the frequency of disfluency and its relevance with subject's age, speaking rate and MLU(mean length of utterance). The results of this study can be summarized as follows. (1) There was no difference in the frequency of disfluency with the speaker's age or speaking rate. (2) Interjection was the most frequently occurring pattern of disfluency. (3) Prolongation, revision, interjection increased with age while part-word repetition, single-syllable word repetition, multi-syllable word repetition decreased gradually. (4) A significant effect of MLU on the frequency of disfluencies were demonstrated. The regression analysis has shown that more disfluencies occurred in utterances of children whose MLU is longer.

• Speech Sciences
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• v.7 no.3
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• pp.273-284
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• 2000

The purpose of this study was to investigate speech rate and fluency in stuttering adults. It was suggested that a measurement guideline of speech rate and fluency for collecting clinically meaningful data be used. Subjects included 10 adults who stutter (mean age=25;8). Syllables were used as the unit of measurement for analyzing the duration of speech. The mean rate was 241 SPM (syllables per minute) for reading, and 196 SPM for spontaneous speaking. Fluency was also measured in both cases. The correlation between rate of speech and fluency was high (r=0.92). A strong positive correlation was found between different investigators in measuring speech rates and fluencies.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.1-19
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• 2001

The current status of in-service teacher development shows that teachers' awareness can be enhanced through critical reflection. This study shows how an English teacher improved her own teaching situation through action research. It reports back the action research the teacher-researcher carried out in the EFL classroom setting. Aiming to improve the pupils' English speaking ability, the teacher introduced 'Task-based Language Teaching (TBLT)' to the English class. The teacher and the pupils took part in the evaluation process of learning and teaching. It was found that the new approach to teaching speaking helped the pupils improve speaking ability and take an active role in learning process. It is further suggested that teacher-initiated action research can be done in collaboration with colleagues, administrators and researchers.

• Speech Sciences
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• v.1
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• pp.103-111
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• 1997

The purpose of this study was to investigate the effect of the speaking rate on the duration of syllable before boundary. The materials used were four types of syllable-boundary sequences(Go-'Ga' Boundary-Gu) in a paragraph. The duration of 'Ga' syllables before 4 level of boundary was measured, and all of the measurements were taken from signals and spectrograms made by the $Signalyze^{TM}$ 3.04 for Power Mac 7200. Subjects were six female speakers who read the materials at fast, normal, and slow speed five times. The results show that (1) the slower the speaking rate becomes, the longer the duration of syllable before boundary, (2) the duration rank of syllable before each boundary does not correspond to the level of boundary, eg. at fast speed, = < #, + < $ ; at normal speed, +, #, = < $ ; at slow speed, + < =, #, $, and (3) the syllable before sentence boundary is less influenced than syllable before another boundary.

• Journal of Korean language education
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• v.28 no.4
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• pp.39-62
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• 2017

This study is to examine grammar understanding with beginner English speakers according to presentational methods of grammatical content. 18 English-speaking Korean beginners were randomly assigned and divided into two groups. We first examined if there was a statistically significant difference between the two groups in grammar comprehension with and without illustrations. It was found that the group given the presentation illustrations showed greater understanding than the group without them. Second, no statistically significant difference in grammar understanding was found between the groups with and without materials marked for their awareness. Third, no statistically significant difference was found between the groups with the order of presenting content elements related to grammatical items. This study is to affirm the importance of illustrations as a component of Korean textbooks.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.