• Phonetics and Speech Sciences
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• v.1 no.4
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• pp.85-94
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• 2009

This paper investigates the intonation patterns of Korean spontaneous speech through an analysis of four dialogues in the domain of travel planning. The speech corpus, which is a subset of spontaneous speech database recorded and distributed by ETRI, is labeled in APs and IPs based on K-ToBI system using Momel, an intonation stylization algorithm. It was found that unlike in English, a significant number of APs and IPs include hesitation lengthening, which is known to be a disfluency phenomenon due to speech planning. This paper also claims that the hesitation lengthening is different from the IP-final lengthening and that it should be categorized as a new category, as it greatly affects the intonation patterns of the language. Except for the fact that 19.09% of APs show hesitation lengthening, the spontaneous speech shows the same AP patterns as in read speech with higher frequency of falling patterns such as LHL in comparison with read speech which show more LH and LHLH patterns. The IP boundary tones of spontaneous speech, showing the same five patterns such as L%, HL%, LHL%, H%, LH% as in read speech, show higher frequency of rising patterns (H% and LH%) and contour tones (HL%, LH%, LHL%) while read speech on the contrary shows higher frequency of falling patterns and simple tones at the end of IPs.

• MALSORI
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• no.63
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• pp.85-100
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• 2007

This paper aims to propose how to extract intonation patterns using Momel, a pitch stylization algorithm, and to present results of analyzing speech corpora in comparison with those in earlier researches. Two speech corpora are used: one is the sound files obtained from the K-ToBI web site, and the other consists of 80 passages pronounced by 4 speakers (2 male and 2 female). The results show that Momel provides significant pitch targets which can be labeled as H and L tones within prosodic units such as Accentual Phrase (AP) and Intonation Phrase (IP). The resulting AP patterns and IP boundary tone patterns correspond to those in earlier researches. Thus, this study will contribute to the study of intonation as well as to the development of automatic intonation labeling systems.

• Speech Sciences
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• v.9 no.1
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• pp.7-16
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• 2002

This study tested normal hearing adults' auditory perception of rhythm and intonation patterns, with low-frequency speech energy. The results showed that the narrow-band low-frequency zones of 125, 250, or 500 Hz provided the same important rhythm and intonation cues as did the wide-band condition. This suggested that an auditory training strategy that uses low-frequency filters would be effective for structuring or re-structuring the perception of rhythm and intonation patterns. These filters force the client to focus on these patterns, because the speech intelligibility is drastically reduced. This strategy can be used with both normal-hearing and hearing impaired children and adults with poor listening skills, and possibly poor speech intelligibility.

• Speech Sciences
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• v.9 no.1
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• pp.27-38
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• 2002

The purpose of the study is to examine intonation patterns of cochlear implanted children compared with those of normal hearing children. The data tokens of three normal and five cochlear implanted children were collected and investigated. Their intonation patterns were analyzed using the speech analysis tool, Praat. The characteristics of the two utterance types, interrogative and declarative, were investigated. No significant difference in intonation patterns between the two subject groups was found. However, the general pitch of cochlear implanted children was higher than that of normal hearing children. In addition, cochlear implanted children showed frequent pitch breaks.

• Phonetics and Speech Sciences
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• v.5 no.1
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• pp.123-130
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• 2013

Previous researches on Korean intonation have been mainly focused on $F_0$ target frequencies, $F_0$ slope, and the duration of intonation patterns. This study investigated Korean intonation patterns, both boundary and phrasal tones, in relation to the $F_0$ percentage change between pitch targets. We measured the percentage change between the pitch targets of both boundary and phrasal tones. Additionally, the $F_0$ change between the preceding pitch target and the first pitch target of the boundary tone and the $F_0$ targets of the sequence of two LH phrasal tones ('LH + LH') were also measured. Two phrasal tones, LHLH and HLH, were compared with 'LH + LH' and the 'HLH' in the LHLH pattern respectively. We found that the percentage change between pitch targets in the phrasal tone is fixed to some extent. This helped explain why the slope of the phrasal tone is closely related to the number of syllables and the duration of the phrasal tone as discussed in previous studies. Since we analyzed the intonation patterns with the utterances from a large speech corpus, the results of this paper are expected to be used in building a larger annotated corpus of Korean.

• Proceedings of the Acoustical Society of Korea Conference
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• autumn
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• pp.365-368
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• 1999

This study analyzes different types of pauses in French language - silent pauses and filled pauses -, focussing on their distribution and duration in utterances from a radio interview. Pauses combined with intonation which precede and succeed influence the variability of intonation patterns; initial rising and penultima rising of French intonation. These two patterns characterize contemporary French, specially in face-to-face situation.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.88-95
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• 2000

This paper attempts to investigate characteristic features of Japanese EFL learners' English intonation and how their Japanese accents are affecting their English intonation, focusing on a comparison between the accent patterns of Japanese compounds and the stress patterns of English compounds. It is based on research dedicated to helping to improve the teaching and learning of English intonation (prosody) for Japanese EFL learners. It examines the Fundamental Frequency (henceforth Fx) contours of two EFL college students, one specializing in English and the other in Japanese. Both of them may be considered upper intermediate EFL students with their TOEFL (Test of English as a Foreign Language) scores ranging between 500 and 550.

• 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.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.574-575
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• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.554-559
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• 1996

An utterance is normally divided into two or more intonation groups. Bach intonation group has its intonation pattern. Pitch movement of Spanish utterance is basically determined by a combination of two factors: position of the stressed syllables and the intonation pattern. The pitch of a syllable can be affected by that of preceding syllables. This is rather a physiological effect than a phonological one.