• 동남아시아연구
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• 제23권3호
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• pp.135-179
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• 2013

This study explores the study experiences of Southeast Asian students at a reputable Korean private university in Seoul. In particular, this study focuses on difficulties and coping strategies of both non-native speaker of English and native-speakers of English who are working for their undergraduate or postgraduate degrees. Interviews of fourteen students from five Southeast Asian countries were collected and analyzed by NVivo 9. Thematic analysis result shows that many students, particularly non-native speakers of English, had much more difficulties than their counterparts, in contemporary Korean university context, where internationalization indices-driven strategies including expanding courses conducted in English language. Also, this study observes and documents contrasting patterns of different degree of difficulties experienced by students, depending on their degree levels and majors. Undergraduate students in science and engineering majors had the greatest degree of difficulties among all. In contrast, their graduate counterparts seem to have less difficulties. This might be related to the fact that graduate students in science and engineering majors are mostly working with their peers in their own labs, which provides institutional support. Coping strategies of students show that international students, facing unfavorable or unfriendly treatments by their Korean peers, developed innovative strategies, including using the internet technology to catch up with the classes that they could not fully understand. As a whole, adaptation process of international students do not seem to be passive or one-way. This study also provides policy implications for international students, particularly, who can be categorized as linguistic and ethnic minorities.

• 융합정보논문지
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• 제8권1호
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• pp.37-42
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• 2018

본 연구는 다섯 개의 문장을 선정하여 그 안에 들어있는 다섯 개의 단어와 그 단어 내에 들어있는 모음들을 대상으로 하여 한국인들의 모음발음 길이를 Praat 프로그램을 이용하여 측정한 후에 원어민의 실험결과와 비교분석한 연구이다. 20명의 한국인 피 실험자들이 실험을 위해 실험문장을 읽고 녹음하였으며, 음향적 특질들은 스펙트로그램 등을 활용한 Praat Software 프로그램을 이용하여 측정하여 그 결과를 얻었다. 이러한 과정을 통해 얻어진 결과들은 통계분석 하였다. 분석결과, 단어단위에서는 3개의 단어에서 두 집단 간 차이가 있었으며, 5개의 모음들은 모두 그 차이가 유의미하였다. 또한 두 실험집단 간 단어와 모음발음크기 비율에 관한 비교에서는 모든 단어와 모음들의 발음크기 비율이 두 집단 간 유의미한 차이를 보여주었다. 이러한 실험결과를 통해 영어전설저모음인 /${\ae}$/와 영어이중모음/ai/, 그리고 첫 번째 음절에 영어강세모음이 오는 경우에 그 발음 길이크기를 분석해보면 한국인 피 실험자집단에서는 외국인어투가 존재함을 다시 확인할 수 있었다.

• 한국융합학회논문지
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• 제12권4호
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• pp.369-375
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• 2021

본 연구의 목적은 대학 신입생들의 교양 영어 수업에 대한 학습 감정을 알아보기 위해 시행되었다. 구체적으로 수준별로 원어민과 한국인 교수의 팀티칭으로 진행되는 의사소통 활동 위주의 교양 영어 수업에 대한 신입생들의 학습감정을 탐색하였다. 연구 방법은 B대학 신입생 327명을 대상으로 학습감정검사지(Academic Emotion Questionnaire; AEQ)를 이용하여 설문조사하였고, 수집된 자료는 SPSS 19.0 프로그램으로 통계 처리하였다. 연구결과는 다음과 같다. 첫째, 신입생들의 영어 학습 감정이 영어 수준에 따라 유의한 차이를 보였는데 상급반 학생이 초급반과 중급반 학생들보다 걱정과 지루함을 더 많이 느꼈다(P < .05). 둘째, 신입생들의 영어 학습 감정이 원어민과 한국인 교수자에 따라 유의한 차이를 보였는데, 원어민 교수의 수업이 한국인 교수의 수업 보다 더 재미있고, 더 만족스럽고, 덜 지루하다는 결과를 보였다(P < .001). 셋째, 신입생들의 영어 학습 감정이 의사소통 활동 유형에 따라 유의한 차이를 보였는데 게임이 제일 재미있고 만족스러운 반면, 발표하기는 제일 걱정되고 지루하다는 결과를 보였다(P < .001). 연구 결과를 토대로 대학 신입생들의 영어 학습 감정 개선을 위한 제언 및 교육적 함의가 논의되었다.

• 말소리와 음성과학
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• 제14권1호
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• pp.13-19
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• 2022

This study analyzed the pronunciations of Japanese fricative /s/ and affricate /ts/ by 24 Japanese and 40 Korean speakers using the rise and steady+decay durations of their frication part in order to clarify the characteristics of their pronunciations. Discriminant analysis revealed that Japanese speakers' /s/ and /ts/ were well classified by the acoustic boundaries defined by a discriminant function. Using this boundary, Korean speakers' production of /s/ and /ts/ was analyzed. It was found that, in Korean speakers' pronunciation, misclassification of /s/ as /ts/ was more frequent than that of /ts/ as /s/, indicating that both the /s/ and /ts/ distributions shift toward short rise and steady+decay durations. Moreover, their distributions were very similar to those of Korean fricatives and affricates. These results suggest that Korean speakers' classification error might be because of their use of Korean lax and tense fricatives to pronounce Japanese /s/, and Korean lax and tense affricates to pronounce Japanese /ts/.

• 말소리와 음성과학
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• 제1권4호
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• pp.39-46
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• 2009

This study compares the perception of English high tense and lax vowels (/i, I, u, $\mho$/) by English speakers and Korean speakers of English. The four vowels were produced in /hVd/ context by a native speaker of English, and each word's vowel duration was manipulated to range from 170ms to 290ms in 30ms increments. Two English speakers and six Korean speakers of English were asked to listen to pairs of tense and lax vowel words with manipulated vowel durations and to identify the pair by choosing either heed-hid or hid-heed for front vowels and either who'd-hood or hood-who'd for back vowels. The results show that English speakers distinguished tense vowels from lax vowels with 100% accuracy regardless of the different durations, compared to 62% accuracy for Korean speakers of English. Most errors occurred for lengthened lax vowels and shortened tense vowels. The results of this study demonstrate that Korean speakers mainly rely on vowel duration as a cue to discriminate the tense and lax vowels. The theoretical and pedagogical implications of this finding are discussed.

• 음성과학
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• 제12권3호
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• pp.185-200
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• 2005

The objective of this study is to examine acoustic cues in spoken French for the assessment of pronunciation which is necessary to realization of the multimedia system. The corpus is composed of simple expressions which consist of the French phonological system include all phonemes. This experiment was made on 4 male and female French native speakers and on 20 Korean speakers, university students who had learned the French language more than two years. We analyzed the recorded data by using spectrograph and measured comparative features by the numerical values. First of all, we found the mean and the deviation of all phonemes, and then chose features which had high error frequency and great differences between French and Korean pronunciations. The selected data were simplified and compared among them. After we judged whether the problems of pronunciation in each Korean speaker were either the utterance mistake or the interference of mother tongue, in terms of articulatory and auditory aspects, we tried to find acoustic features as simplified as possible. From this experiment, we could extract acoustic cues for the construction of the French pronunciation training system.

• 음성과학
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• 제12권3호
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• pp.91-102
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• 2005

This study investigated to the effects of a mental image drawing in RHD patients with left neglect. Three subjects participated in this study. All subjects were right handed and native speaker of korean. In task 1, the patients were presented with visual stimulus card directly above the response sheet and were asked to draw the picture. In task 2, they were presented with items auditorily and asked to draw the picture(mental image drawing). In all experimental conditions, there was no response time limit. The results showed that the subjects showed left neglect leaving some space on the left side in task 1. And the picture was drawn the left side from the right in direction. However, the neglect disappeared in task 2. And the picture was drawn the right side from the left in direction. The results of the present study suggested that a mental image drawing technique can be effective in treating individuals who exhibit left neglect. Also, the picture direction showed that the korean normality was same.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.234-239
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• 2007

The purpose of this paper is to examine the viability of simulating one dialect with the speech segments of another dialect through prosody cloning. The hypothesis is that, among Korean regional dialects, it is not the segmental differences but the prosodic differences that play a major role in authentic dialect perception. This work intends to support the hypothesis by simulating Masan dialect with the speech segments from Seoul dialect. The dialect simulation was performed by transplanting the prosodic features of Masan utterances unto the same utterances produced by a Seoul speaker. Thus, the simulated Masan utterances were composed of Seoul speech segments but their prosody came from the original Masan utterances. The prosodic features involved were the fundamental frequency contour, the segmental durations, and the intensity contour. The simulated Masan utterances were evaluated by four native Masan speakers and the role of prosody in dialect authentication and speech synthesis was discussed.

• 한국실내디자인학회:학술대회논문집
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• 한국실내디자인학회 2005년도 춘계학술발표대회 논문집
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• pp.281-282
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• 2005

The present design, which is the result of English Zone Project for 'I' Girls' High School in Yeonsu dong, Incheon, purposed to produce atmosphere like a cafe so that students can attempt more comfortable and diverse learning methods, breaking away from the structure and atmosphere of traditional language labs while providing functions such as experiential learning, teaching learning and native speaker conversation. In addition, it applied colors close to primary colors so that students throw away their fixed idea of language lab as a special class and access it easily at any time. Moreover, it was designed for the maximum changeability using foldable and portable furniture so that various types of group study can be performed. Ultimately the design project is expected to suggest methods of experiential learning distinguished from existing knowledge delivering education as it provides teaching learning methods beyond simple interior design.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2004년도 춘계 학술대회 발표논문집
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• pp.245-249
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• 2004

The aim of this paper is to show the possibilities of the proficiency -based and integrated teaching of High School English reading and listening based on sense group and utterance restructuring. The proficiency -based and integrated listening and reading activities in stages are as follows. Step1, students fill in the blanks with strong or weak sounding words according to their abilities. Step2, speak along (track) based on restructuring and post-lexical phenomena while listening to the sentence. Step3, read and understand directly the passage, which have been marked the differentiated places where a native speaker of English would beat all likely to pause. Students need to listen to spoken English, so they recognize words in written and spoken form. They must be familiar with suprasegmental features, stress and rhythm, and post-lexical phenomena during reading activities.