• English Language & Literature Teaching
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• v.13 no.1
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• pp.87-110
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• 2007

Past studies conducted on the students' verbal participation both in and out of class have explored and identified variables affecting the process of learning to speak English. However, little is known about the causes and effects of these variables. A survey form developed from a previous study was administered to 468 university students taking English conversation classes from native speakers of English. To better understand the causes and effects of speaking barriers, path analysis was administered as the main tool of investigation. The results of the study indicate that familiarities toward NS (Native Speaker) teachers, learner faithfulness, che-myon, NS teachers' classroom management skills, and NS teacher's trustworthiness account for 50.72% of speaking grades. These factors are causally related to learner attitudes. However, with regard to speaking grades, all of the above factors except che-myon are also causally related with each other. Therefore, it was concluded that learner attitudes can be improved by minimizing che-myon, however, che-myon itself cannot be a predictor of speaking grades. To validate the findings of the study, related research work is discussed and implications are provided.

• Journal of Korean Academy of Dental Administration
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• v.11 no.1
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• pp.54-61
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• 2023

This study was conducted to identify factors related to discomfort while speaking in the elderly and provide fundamental data for establishing oral health care policies for a healthy old age. Using the raw data from the 8th wave of the National Health and Nutrition Examination Survey (2020), we conducted an analysis to examine the relationship between speaking discomfort and mental health, as well as oral health care behavior, among 1,278 elderly individuals in Korea. Differences in speaking discomfort were analyzed based on general characteristics, mental health, and oral health care behavior using complex sample cross-analysis. Additionally, factors associated with speaking discomfort were analyzed using complex sample multiple logistic regression analysis. As a result, individuals with depression experienced higher levels of speaking discomfort (p<0.05), and individuals experiencing high levels of stress also reported higher levels of speaking discomfort (p<0.05). As a factor affecting speaking discomfort, it was found that speaking discomfort was 2.56 times higher (p<0.001) when dental care was not met, and speaking discomfort was 3.05 times higher (p<0.05) when teeth brushing was less frequent. As a result of the aforementioned findings, it is believed that a customized oral health promotion program is necessary to expand dental health insurance coverage for the elderly and improve oral healthcare.

• Speech Sciences
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• v.13 no.3
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• pp.83-95
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• 2006

This study attempts to suggest a criterion of Korean language development. For this purpose we investigated speaking rates of the spontaneous utterances produced by 144 children, aged 3 to 8. We analyzed each subject's speaking rate and its relevance with speaker's age, gender and utterance length. To determine the relative contributions of variables to the speaking rate, multiple regression was conducted. Results of this study can be summarized as follows: (1) The mean and maximum values of the speaking rate increased with the growth of age. (2) A statistically significant increase in speaking rate appeared at two-year intervals. (3) There was no significant difference between male and female groups in the speaking rate. (4) The multiple regression analysis has shown that along with the speaker's age, the utterance length(the mean number of syllables per utterance) is also important in estimating the speaking rates.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.4
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• pp.902-914
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• 2014

The purpose of this study is to provide useful information by analysis on mathematic classes for improve interactions between teacher and student using the Flanders Category System. For this, mathematic classes were observed by videotapes and recorded, 10 recorded videotapes were selected for analysis the property of linguistic interaction. The collected videotapes and records materials were transcribed by Advanced Flanders(AF) analysis program version 3.54. The detail investigated topics for studying are as follows. 1) What is the property of the Flanders 10 code analysis results? 2) What is the property of main and subsidiary linguistic flow of interaction? 3) What is the property of the Flanders index analysis results? The results of this study are as follow: 1) In Flanders 10 code analysis results, teacher's non-directive speaking is 12.76%, teacher's Indicative speaking is 50.28%, student's reactive speaking is 4.07%, student's voluntary speaking is 9.66%. 2) Among the 10 classes, 5 classes' main flow is 'ask convergent question ${\rightarrow}$ student's reactive speaking ${\rightarrow}$ lecture ${\rightarrow}$ ask convergent question', 2 classes' main flow is 'lecture ${\rightarrow}$ ask convergent question ${\rightarrow}$ student's reactive speaking ${\rightarrow}$ lecture', 3 classes' main and subsidiary flow is 'lecture ${\rightarrow}$ ask convergent question ${\rightarrow}$ lecture ${\rightarrow}$ work'. 3) In indices results, revised I/d ratio, student's speaking ratio, student question, wide answer ratio are higher than analysis standard and indirect ratio, teacher's question ratio are lower than analysis standard.

• Phonetics and Speech Sciences
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• v.1 no.4
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• pp.187-193
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• 2009

For this study, the external laryngeal lengths of 9 females and 9 males with normal voices were measured together with their ages, heights, and weights, and after they read aloud sentences for 3 minutes, their habitual speaking fundamental frequencies, speaking low pitches, speaking high pitches, and vocal fold closed quotients were measured. The Spearman rank correlation analysis on these data showed a significant negative correlation between the external laryngeal length and the habitual speaking fundamental frequency for both females and males, a significant negative correlation between the external laryngeal length and the speaking high pitch for only males, a significant negative correlation between the external laryngeal length and the speaking low pitch for both females and males, and a significant positive correlation between the external laryngeal length and the vocal fold closed quotient for only males.

• Journal of Korean language education
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• v.25 no.1
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• pp.29-52
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• 2014

The purpose of this paper is to suggest a discourse analysis activity that can be used in the stage after performing tasks in task-based Korean speaking class and show its pedagogical advantages. A discourse analysis activity is an metadiscourse activity in which learners speak what they have spoken. By analyzing discourse and performing tasks again, learners can enhance their fluency and accuracy, make their knowledges in target language more stable and extend them, and develop problem solving skills. Consequently, this facilitates learners' acquisition of Korean language. This paper reviewed theoretical background of proposing discourse analysis activity, suggested the pedagogical advantages of the analysis, and examined discourse analysis activity in Korean speaking class. And it included the discourse sample of learners in actual class.

• Phonetics and Speech Sciences
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• v.7 no.1
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• pp.97-105
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• 2015

This research mainly focuses on intonational characteristics of synchronous English speech. Intonation contours were extracted from 1,848 utterances produced in two different speaking modes (solo vs. synchronous) by 28 (12 women and 16 men) native speakers of English. Synchronous speech is found to be slower than solo speech. Women are found to speak slower than men. The effect size of speech rate caused by different speaking modes is greater than gender differences. However, there is no interaction between the two factors (speaking modes vs. gender differences) in terms of speech rate. Analysis of pitch point features has it that synchronous speech has smaller Pt (pitch point movement time), Pr (pitch point pitch range), Ps (pitch point slope) and Pd (pitch point distance) than solo speech. There is no interaction between the two factors (speaking modes vs. gender differences) in terms of pitch point features. Analysis of sentence level features reveals that synchronous speech has smaller Sr (sentence level pitch range), Ss (sentence slope), MaxNr (normalized maximum pitch) and MinNr (normalized minimum pitch) but greater Min (minimum pitch) and Sd (sentence duration) than solo speech. It is also shown that the higher the Mid (median pitch), the MaxNr and the MinNr in solo speaking mode, the more they are reduced in synchronous speaking mode. Max, Min and Mid show greater speaker discriminability than other features.

• The Journal of the Acoustical Society of Korea
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• v.23 no.6
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• pp.462-472
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• 2004

In this paper a method for compensating for thp performance degradation or automatic speech recognition (ASR) is proposed. which is mainly caused by speaking rate variation. Before the new method is proposed. quantitative analysis of the performance of an HMM-based ASR system according to speaking rate is first performed. From this analysis, significant performance degradation was often observed in the rapidly speaking speech signals. A quantitative measure is then introduced, which is able to represent speaking rate. Time scale modification (TSM) is employed to compensate the speaking rate difference between input speech signals and training speech signals. Finally, a method for compensating the performance degradation caused by speaking rate variation is proposed, in which TSM is selectively employed according to speaking rate. By the results from the ASR experiments devised for the 10-digits mobile phone number, it is confirmed that the error rate was reduced by 15.5% when the proposed method is applied to the high speaking rate speech signals.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.3-9
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• 2018

This article examined the effects of self-reflecting journal writing in speaking class on academic performance of science and engineering students. To assess the effect, 27 science and engineering students from the "Speech and Life" class were asked to keep a self-reflecting journal. Pre and post-intervention surveys were conducted, followed by the analysis of learning effect and satisfaction. In addition to the pre and post-intervention surveys, an additional survey on speaking ability was conducted at the same time and the change of the students' ability was assessed. Results showed that after writing self-reflection journals, participants' learning effect and satisfaction has increased, and their speaking performance was also improved.

• Journal of Korean language education
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• v.29 no.3
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• pp.255-292
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• 2018

Most grading scales of Korean language proficiency tests are based on existing grading scales that are not empirically verified. The purpose of this study is to develop an empirically verified scale descriptor. The 'Performance data-driven approach' that is suggested by Fulcher (1987) was used to develop the detailed description of characteristics for each level of performance. This study is focused on the functional phase of speech samples analysis (coding data) to create explanatory categories of discourse skills into which individual observations of speech phenomena can be scored. The speech samples that were collected through this study demonstrated stages of speech that can be a foundation of a grading scale. The data used in the study was collected from 23 native speakers of Korean. Speech samples were recorded from simulated speaking tests using the 'REFUSAL' task, and transcribed for analysis. The transcript was analyzed using discourse analysis. The result showed that the 'REFUSAL' task needs to go through four functional phases in actual communication. Furthermore, this study found specific and detailed explanatory categories of discourse competence based on the actual native speaker's speech data. Such findings are expected to contribute to the development of more valid and reliable speaking assessment.