• Speech Sciences
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• v.7 no.3
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• pp.11-19
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• 2000

The present electropalatographic study reports the production of the allophones. i.e., [l] and [r], of Korean tap /r/ and their coarticulatory characteristics in /$C{\'{a}}r#g$/ and /$C{\'{a}}r#i$/ sequences. The finding that tap /r/ involves a complete oral closure with less lingual contact, i.e., apico-frontalveolar coupling. than lateralized /r/ which involves apico-bladealveolar coupling and tongue dorsum lowering for adequate airflow through either side and/or both of the tongue body suggests that the two allophones of the tap /r/ have different lingual gestures. Moreover. in comparison with the tap. the lateral exerts longer lingual contacts. The mean ratio between them is 3.7. In the sequences /Car#g/. the two adjacent antagonistic segments (i.e., /r/ and /g/) show mutual coarticulation effects taking on features of adjacent segment. but either of them is precisely constrained without blocking the formation of involved major lingual gestures for the other segment. In sequences /Car#i/ occurs anticipatory V-to-C coarticulation but not vocalic carryover effects. In both sequences. the allophones reveal insignificant wordinitial consonantal carryover coarticulatory effects and insignificant speaker-specific lingual contacts.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.145-166
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• 2012

The objective of this study is to analyze the cases related to the lingual and non-lingual metaphors used in the math class at elementary school and consider the values of metaphors as a teaching method for the subject of mathematics. Throughout this study, teachers' gestures are analyzed as lingual and non-lingual metaphors shown between teachers and students in the class for the topic of the inverse proportion in quartic equations for direct and inverse proportions in Chapter 7 for the first semester of the 6th grade at elementary school in terms of the amended curriculum for the year of 2007. According to the results of the analysis, it can be concluded that there are mechanical and hypothetical movement metaphors in the mathematical metaphors observed in this study. Also, in terms of gestures, iconic, metaphoric and deixis gestures are found. Such metaphors seem to be evenly distributed throughout the math class and expressed in various forms. Based on the results of the analysis, the educational meaning given by the utilization of metaphors is considered for the math class.

• Phonetics and Speech Sciences
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• v.2 no.4
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• pp.119-127
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• 2010

Recently, we have launched a large-scale articulatory study to investigate how the three-way contrastive stops (i.e., lenis, fortis, and aspirated) in Korean are kinematically expressed (i.e., in terms of articulatory movement characteristics) in various contexts, using a magnetometer (Electromagnetic Articulography). In this paper, we report some preliminary results about how the three-way bilabial series /p,$p^h,p^*$/ produced in /Ca/ context in isolation are kinematically characterized not only during the lip closure but also during the following vocalic articulation. Some important notes could be made from the results. First, the degree of lip constriction (as measured by the lip aperture between the upper and lower lips) was smaller for the lenis /p/ and larger for the fortis/aspirated /$p^*,p^h$/, showing a two-way distinction during the closure. Second, the tongue lowering for the following vowel was more extreme after the lenis /p/ than after the fortis/aspirated /$p^*,p^h$/. Regarding this vocalic articulatory difference in the tongue height, we discussed the possibility that the articulatory tension associated with the fortis/aspirated stops is further reflected in the lingual vocalic movement maintaining the tongue position to a certain level for the following vowel /a/, while the lenis consonant does not impose such articulatory constraints, resulting in more tongue lowering. Finally, the temporal relationship between the release of the stop closure and the lowest tongue position of the following vowel remained constant, suggesting that CV coordination is invariantly maintained across the consonant type. This pattern was interpreted as supporting the view that the consonant and vowel gestures are coordinated in much the same way across languages.