• Proceedings of the KSPS conference
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• 1996.10a
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• pp.362-366
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• 1996

This paper is generally divided in 2 parts. One is the study on vowels about korean singer's lyric song in view of Daniel Jones' Cardinal Vowel. The other is acoustic study on vowels in my singing about korean lyric song. Analysis data are KBS concert video tape and CSL's. NSP file on my singing and Informants are famous singers i.e. 3 sopranos, 1 mezzo, 2 tenors, 1baritone, and me. Analysis aim is to find out Korean 8 vowels([equation omitted]) quality in singing. The methods of descrition are used in closed vowels, half closed vowels, half open vowels, open vowels and rounded vowels, unroundes vowels and formants. The study of the former is while watching the monitor screen to stop the scene that is to be analysixed. The study of the latter is to analysis the spectrogram converted by CSL's. SP file. Analysis results are an follows: Visual and auditory korean vowels quality in singing have the 3 tendency. One is the tendency of more rounded than is usual Korean vowels. Another is the tendency of centralized to center point in Cardinal Vowel and the other is the tendency of diversity in vowel quality. Acoustic analysis is studied by means of 4 formants. Fl and F2 show similiar step in spoken. In Fl there is the same formant values. This seems to vocal organization be perceived the singign situation. The width of F3 is the widest of all, so F3 may be the characteristics in singing. In conclude, the characteristics of vowels in Korean lyric songs are seems to have the tendencies of rounding, centralizing to center point in Cardinal Vowel, diversity in vowel quality and, F3'widest width in compared with usual Korean vowels.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.71-73
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• 2007

The Purpose of the study is to give Korean-English leaners better knowledge on vowel sounds in their learning English. The traditional description of the cardinal vowel system developed by Daniel Johns in 1917 is not enough to provide English learners with clear ideas in producing native like vowel sounds. For the reason, three Korean-native subjects, one male, one female and one child are chosen to produce 7 cardinal vowels and compare them with native English and American speaker's vowel sounds. The difference of produced vowels sounds is quantified and visualized by employing Sona-match program. The results have been fairly remarkable. Firstly, Korean-English learner's vowel sounds are articulated differently from their intention of vowel production. Secondly, the tongue positions of Koreans are placed slightly more down and forward to the lips than those of English and Americans. However, the front vowel /i/ sound is quite close to English and Americans. Lastly the mid-vowel /${\partial}$/ sound is not produced in any articulations of Korean-native speakers. It is thought that the mid vowel, /${\partial}$/ is a type of a weak sound regarded as 'schwa' which needs a great deal of exposure to the language to acquire a physical skill of articulation.

• The Journal of the Society of Korean Medicine Diagnostics
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• v.13 no.1
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• pp.72-80
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• 2009

Objective: We performed this study to check relationship of Cold-Heat attribute analyzed quantitatively by questionnaire with acoustic analysis index. Method : We checked a questionnaire composed of 15 items about the contents of Cold-Heat and asked 83 subjects to answer in the form Likert-like 7-points score. And then, we extracted Cold-Heat attribute from heat score, cold score, heat index and cold index. we measured the acoustic analysis indexes of cardinal vowels by Dr. speech program. Afterward, the data were analyzed by correlation analysis. Results : All cardinal vowels is positive correlated with cold score, heat score and cold index. NNE of vowel /a/ is negative correlated with cold index. Shimmer and F0 tremor of vowel /e/ is negative correlated with cold index. Jitter of vower /u/ is positive correlated with Cold score.

• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.37-47
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• 2024

This study was conducted on 27 male students majoring in or preparing for popular music vocals to determine whether they were aware of their voice classification and vocal range. Additionally, differences in the fundamental frequency and average speaking fundamental frequency were compared among the voice classifications. Moreover, considering that they may differ in their ability to produce high frequencies depending on the vowel, differences in voice ranges among the cardinal vowels, /a/, /i/, and /u/, were examined, and differences in voice ranges between vowels were compared by voice classification. The results showed that more than half of the male students majoring in or preparing for popular music vocals were not accurately aware of their voice types. In addition, statistically significant differences were found in the maximum fundamental frequency and frequency range among vowels, indicating differences in the voice range that can be produced depending on the vowel type. In particular, the voice range decreased in the following order: /a/>/u/>/i/. This suggests that while the vowel /a/ is easier to articulate in the high register compared to other vowels, vowels /u/ and /i/ as high vowels involve narrowing of the oral cavity due to the raised position of the tongue, accompanied by raising of the larynx, resulting in a decrease in voice range and difficulty in vocalizing in the high register.

• Journal of English Language & Literature
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• v.56 no.1
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• pp.65-78
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• 2010

The purpose of this paper is to suggest that the International Phonetic Alphabet be included in English curriculum and taught in English classroom. Current English curriculum for elementary and middle school students doesn't specify anything for the education of the IPA. The knowledge of IPA is essential for the students to study by themselves how to pronounce English words. The IPA, however, is either too little or too much to be taught at school. It is too little in that it doesn't tell us anything about allophones, the knowledge of which could enable us to get rid of foreign accents as much as possible. It is too much in that it can represent more than one sounds (e.g., /ɔ/ in American and British English). To overcome these drawbacks, it should be introduced gradually with the allophones in the same environments. The correct vowel sounds should be introduced with the aid of pronunciation dictionary so that the students could get their own vowel quality. Moreover, the IPA symbol should be adopted for the English textbooks.