• Phonetics and Speech Sciences
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• v.16 no.2
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• pp.11-17
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• 2024

The goal of the current study is to investigate whether L2 learners' perceptual ability regarding epenthetic vowels is interconnected with other aspects of speech recognition, such as lexical stress, sentence focus, and vowel recognition. Twenty-five Korean L2 learners of English participated in perception experiments assessing vowel epenthesis oddity, lexical stress oddity, sentence focus oddity, and vowel identification. Results indicate that accuracy on the vowel epenthesis oddity test is influenced by both lexical stress and sentence focus, suggesting that perceptual ability regarding epenthetic vowels is influenced by the acquisition of L2 rhythmic structure at both word and sentence levels. Additionally, this study identifies a proficiency effect on vowel epenthesis recognition, implying that the influence of L1 phonotactics diminishes as L2 proficiency increases. Taken together, this study illustrates the interaction between perceptual abilities in vowel epenthesis and prosodic stress in the field of L2 speech perception.

• Phonetics and Speech Sciences
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• v.16 no.3
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• pp.33-38
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• 2024

The present study investigated the perceptual cues utilized by Korean L2 learners of English in recognizing lexical stress in English nonwords, with a focus on the roles of fundamental frequency (F0) and duration. Twenty-three Korean learners of English participated in a sequence recall task involving nonword stimuli under five different conditions: (1) the naturally-produced stimuli, (2) the duration-only condition, (3) the F0-only condition, (4) the duration-F0 matching condition, and (5) the duration-F0 conflicting condition. The results demonstrate that F0 is the primary cue for stress perception among Korean L2 learners, whereas duration acts as a secondary cue, particularly when F0 is unreliable or absent. These findings highlight the influence of L1 prosodic structures on L2 perception and suggest that Korean L2 learners adapt their perceptual weighting of stress based on cue availability. This study contributes to the understanding of the role of cue weighting in L2 prosodic acquisition.

• Proceedings of the KSPS conference
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• 2004.05a
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• pp.251-255
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• 2004

The purpose of this paper is to examine the effect of using songs for the acquisition of English Prosody in elementary school. For the purpose, 8 classes were chosen to teach songs for four months, and listening tests and reading test were performed for analyzing the effect. The result is as follows : (1) The result of listening test showed that the average scores of the experimental classes were higher than those of comparative classes, and it was more effective in lower grades than in upper grades. (2) In pronunciation tests, the pronunciations of experimental classes were more similar to native speaker's pronunciation that those of comparative classes in intonation, lexical stress and sentence stress. (3) Singing songs repeatedly is more important than learning many songs. It means that to give the chances to sing as many times as possible is advisable for teaching pronunciation.