• Proceedings of the KSPS conference
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• 1997.07a
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• pp.228-229
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• 1997

1 Intonation is important. It cannot be ignored. To convince students of the importance of intonation, we can use sentences with two very different interpretations according to intonation. Example: "I thought it would rain" with a fallon "rain" means it did not rain, but with a fall on "thought" and a rise on "rain" it means that it did rain. 2 Although complex, intonation is structured. For both teacher and student, the big job of tackling intonation is made simpler by remembering that intonation can be analysed into systems and units. There are three main systems in English intonation: Tonality (division into phrases) Tonicity (selection of accented syllables) Tone (the choice of pitch movements) Examples: Tonality: My brother who lives in London is a doctor. Tonicity: Hello. How ARE you. Hello. How are YOU. Tone: Ways to say "Thank you" 3 In deciding what to teach, we must distinguish what is universal from what is specifically English. This is where contrastive studies of intonation are very valuable. Usually, for instance, division into phrases (tonality) works in broadly similar ways across languages. Some uses of pitch are also similar across languages - for example, very high pitch may signal excitement or urgency. 4 Although most people think that intonation is mainly about pitch (the tone system), actually accent placement (tonicity) is probably the single most important aspect of English intonation. This is because it is connected with information focus, and the effects on interpretation are very clear-cut. Example: They asked for coffee, so I made them coffee. (The second occurrence of "coffee" must not be accented). 5 Ear-training is the beginning of intonation training in the VeL approach. First, students learn to identify fall vs rise vs fall-rise. To begin with, single words are used, then phrases and sentences. When learning tones, the fIrst words used should have unstressed syllables after the stressed syllable (Saturday) to make the pitch movement clearer. 6 In production drills, the fIrst thing is to establish simple neutral patterns. There should be no drama or really special meanings. Simple drills can be used to teach important patterns: Example: A: Peter likes football B: Yes JOHN likes football TOO A: Mary rides a bike B: Yes JENny rides a bike TOO 7 The teacher must be systematic and let learners KNOW what they are learning. It is no good using new patterns and hoping that students will "pick them up" without noticing. 8 Visual feedback of fundamental frequency with a computer display can help students learn correct patterns. The teacher can use the display to demonstrate patterns, or students can practise by themselves, imitating recorded models.

• Journal of Advanced Navigation Technology
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• v.15 no.2
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• pp.287-297
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• 2011

As electronic mails are being widely used for facility and speedness of information communication, as the amount of spam mails which have malice and advertisement increase and cause lots of social and economic problem. A number of approaches have been proposed to alleviate the impact of spam. These approaches can be categorized into pre-acceptance and post-acceptance methods. Post-acceptance methods include bayesian filters, collaborative filtering and e-mail prioritization which are based on words or sentances. But, spammers are changing those characteristics and sending to avoid filtering system. In the case of Korean, the abnormal usages can be much more than other languages because syllable is composed of chosung, jungsung, and jongsung. Existing formal expressions and learning algorithms have the limits to meet with those changes promptly and efficiently. So, we present an methods for recognizing Korean abnormal language(Koral) to improve accuracy and efficiency of filtering system. The method is based on syllabic than word and Smith-waterman algorithm. Through the experiment on filter keyword and e-mail extracted from mail server, we confirmed that Koral is recognized exactly according to similarity level. The required time and space costs are within the permitted limit.

• Journal of KIISE:Computer Systems and Theory
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• v.26 no.9
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• pp.1031-1041
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• 1999

기존의 한글에 대한 입술 애니메이션 방법은 음소의 입모양을 몇 개의 입모양으로 정의하고 이들을 보간하여 입술을 애니메이션하였다. 하지만 발음하는 동안의 실제 입술 움직임은 선형함수나 단순한 비선형함수가 아니기 때문에 보간방법에 의해 중간 움직임을 생성하는 방법으로는 음소의 입술 움직임을 효과적으로 생성할 수 없다. 또 이 방법은 동시조음도 고려하지 않아 음소들간에 변화하는 입술 움직임도 표현할 수 없었다. 본 논문에서는 동시조음을 고려하여 한글을 자연스럽게 발음하는 입술 애니메이션 방법을 제안한다. 비디오 카메라로 발음하는 동안의 음소의 움직임들을 측정하고 입술 움직임 제어 파라미터들을 추출한다. 각각의 제어 파라미터들은 L fqvist의 스피치 생성 제스처 이론(speech production gesture theory)을 이용하여 실제 음소의 입술 움직임에 근사한 움직임인 지배함수(dominance function)들로 정의되고 입술 움직임을 애니메이션할 때 사용된다. 또, 각 지배함수들은 혼합함수(blending function)와 반음절에 의한 한글 합성 규칙을 사용하여 결합하고 동시조음이 적용된 한글을 발음하게 된다. 따라서 스피치 생성 제스처 이론을 이용하여 입술 움직임 모델을 구현한 방법은 기존의 보간에 의해 중간 움직임을 생성한 방법보다 실제 움직임에 근사한 움직임을 생성하고 동시조음도 고려한 움직임을 보여준다.Abstract The existing lip animation method of Hangul classifies the shape of lips with a few shapes and implements the lip animation with interpolating them. However it doesn't represent natural lip animation because the function of the real motion of lips, during articulation, isn't linear or simple non-linear function. It doesn't also represent the motion of lips varying among phonemes because it doesn't consider coarticulation. In this paper we present a new coarticulation model for the natural lip animation of Hangul. Using two video cameras, we film the speaker's lips and extract the lip control parameters. Each lip control parameter is defined as dominance function by using L fqvist's speech production gesture theory. This dominance function approximates to the real lip animation of a phoneme during articulation of one and is used when lip animation is implemented. Each dominance function combines into blending function by using Hangul composition rule based on demi-syllable. Then the lip animation of our coarticulation model represents natural motion of lips. Therefore our coarticulation model approximates to real lip motion rather than the existing model and represents the natural lip motion considered coarticulation.

• Phonetics and Speech Sciences
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• v.12 no.2
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• pp.63-72
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• 2020

This study aims to develop a video-based smart utterance deep analyser (SUDA) application that analyzes semiautomatically the utterances that child and mother produce during interactions over time. SUDA runs on the platform of Android, iPhones, and tablet PCs, and allows video recording and uploading to server. In this device, user modes are divided into three modes: expert mode, general mode and manager mode. In the expert mode which is useful for speech and language evaluation, the subject's utterances are analyzed semi-automatically by measuring speech and language factors such as disfluency, morpheme, syllable, word, articulation rate and response time, etc. In the general mode, the outcome of utterance analysis is provided in a graph form, and the manger mode is accessed only to the administrator controlling the entire system, such as utterance analysis and video deletion. SUDA helps to reduce clinicians' and researchers' work burden by saving time for utterance analysis. It also helps parents to receive detailed information about speech and language development of their child easily. Further, this device will contribute to building a big longitudinal data enough to explore predictors of stuttering recovery and persistence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.8
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• pp.3444-3451
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• 2012

Safety and health related information for the proper use and handing of pesticides is usually printed on the surface of the pesticide products in the form of texts. But, the guidelines or standards for the appropriate presentation of the texts for the pesticide products are most vague or not practical. Thus, this study aimed to provide the preliminary guidelines for the text sizes based on the legibility experiments. To achieve the objective legibility evaluation experiments were conducted to test the effects of different near vision (0.6, ${\geq}0.8$), gender, font type(thick gothic-type and fine gothic-type), thickness of font(plain and bold), and number of syllables(2 and 3 syllables) in the same age group of 20s. The results showed that legibility was different according to the visual acuity (p<0.05), and no other main effects showed statistically significant effects. The 'maximum illegible size' to read at least one word correctly in all the text conditions was 2 pt when the near vision was ${\geq}0.8$, and 2 pt or 3 pt when the near vision was 0.6. The 'minimum legible size' for 100% correct answer was 9 pt for the near vision of 0.6, and 5.3 pt for ${\geq}0.8$, respectively. Mean character size does not read any discomfort in 0.6 was 15.5 pt in both male and female but male was mean 8.5 pt, female was 10 pt in ${\geq}0.8$. Considering these experimental results, it was recommended that the 16 pt or larger characters should be used the important information such as 'Pesticides' or toxicity, and the minimum character size was 9 pt for the less important information.