• 음성과학
• /
• 제3권
• /
• pp.71-82
• /
• 1998

Five sets of nonsense acoustical stimuli {$[sp{\varepsilon},st{\varepsilon},sk{\varepsilon}],\;[p{\varepsilon},t{\varepsilon},k{\varepsilon}],\;[sb{\varepsilon},sd{\varepsilon},sg{\varepsilon}],\;[b{\varepsilon},d{\varepsilon},g{\varepsilon}],\;['{\varepsilon}b{\varepsilon},'{\varepsilon}d{\varepsilon},'{\varepsilon}g{\varepsilon}]$} were presented for identification of English stops to native speakers of English, Chinese, and Korean. The English speakers perceived stops after /s/ as /p, t, k/; in other contexts as /b, d, g/. In the languages where other distinctions exist, however, the evaluation was different. The results suggest that in English the cue for stops after /s/ was syllable structure constraint: After initial /s/ always /p, t, k/ follow; the cue for the initial stops was aspiration. On the basis of the results, it was concluded that in English we should classify the unaspirated voiceless stops in initial /s/-stop clusters into the phoneme where [$p^{h},t^{h},k^{h}$] are in, and that perception is not only language specific but also context specific.

• 영어어문교육
• /
• 제15권3호
• /
• pp.353-380
• /
• 2009

The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

• 대한음성학회:학술대회논문집
• /
• 대한음성학회 2005년도 추계 학술대회 발표논문집
• /
• pp.17-20
• /
• 2005

The purpose of this project is to develop a device that can automatically measure pronunciation of English speech produced by Korean learners of English. Pronunciation proficiency will be measured largely in two areas; suprasegmental and segmental areas. In suprasegmental area, intonation and word stress will be traced and compared with those of native speakers by way of statistical methods using tilt parameters. Durations of phones are also examined to measure speakers' naturalness of their pronunciations. In doing so, statistical duration modelling from a large speech database using CART will be considered. For segmental measurement of pronunciation, acoustic probability of a phone, which is a byproduct when doing the forced alignment, will be a basis of scoring pronunciation accuracy of a phone. The final score will be a feedback to the learners to improve their pronunciation.

• 말소리와 음성과학
• /
• 제13권4호
• /
• pp.1-7
• /
• 2021

본 논문의 목적은 한국어 표준어와 경상 지역 방언의 한국어 모음 발음의 영어 모음 발음에 대한 영향을 연구하는데 있다. 데이터 자료는 한국인의 영어 발음 음성 코퍼스(Korean-Spoken English Corpus, K-SEC)를 활용하였다. 이중 일곱 개의 한국어 단모음이 포함된 단어와 열 개의 영어 단모음이 포함된 단어가 선정되어 분석되었다. 선정된 자료는 외국 거주 경험이 없는 성인 남성 표준어 화자와 경상 지역 방언 화자에 의해 발화되었다. 녹음된 코퍼스 자료의 포먼트 주파수는 음성 분석 프로그램인 Praat에서 제공하는 스펙트로그램을 통해 측정되었다. 녹음된 자료들은 포먼트 구역 그래프로 나타내어 분석되었다. 결과에 의하면, 한국어와 영어 모음의 발화에서 경상 지역 방언 화자가 강한 후설성을 보인 반면에 표준어 화자는 비교적 전설성이 강하게 나타났다. 또한, 표준어와 경상 지역 방언의 한국어 모음 발음 차이 (/으/, /어/)는 대치되는 영어 모음 발음(/ə/, /ʊ/)의 조음 방식에 영향을 미쳤다. 지역 방언의 사용과 무관한 한국인의 일반적인 모음 발음 특징은 영어 원어민 화자보다 조음 구역이 좁다는 것이다. 이에 한국인은 전반적으로 긴장 모음과 이완 모음을 구별하는 데 어려움이 있지만, 영어 원어민 화자는 모음 조음에 명확한 구분이 있다.

• 말소리와 음성과학
• /
• 제4권3호
• /
• pp.25-30
• /
• 2012

This study investigated whether native Korean listeners could use visual cues for the identification of the English consonants /b/ and /v/. Both auditory and audiovisual tokens of word minimal pairs in which the target phonemes were located in word-initial or word-medial position were used. Participants were instructed to decide which consonant they heard in $2{\times}2$ conditions: cue (audio-only, audiovisual) and location (word-initial, word-medial). Mean identification scores were significantly higher for audiovisual than audio-only condition and for word-initial than word-medial condition. Also, according to signal detection theory, sensitivity, d', and response bias, c were calculated based on both hit rates and false alarm rates. The measures showed that the higher identification rate in the audiovisual condition was related with an increase in sensitivity. There were no significant differences in response bias measures across conditions. This result suggests that native Korean speakers can use visual cues while identifying confusing non-native phonemic contrasts. Visual cues can enhance non-native speech perception.

• 말소리와 음성과학
• /
• 제3권3호
• /
• pp.115-121
• /
• 2011

This paper examines how L2 speech production varies according to learner's L2 proficiency level. L2 speech production variations are analyzed by quantitative measures at word and phone levels using Korean learners' English corpus. Word-level variations are analyzed using correctness to explain how speech realizations are different from the canonical forms, while accuracy is used for analysis at phone level to reflect phone insertions and deletions together with substitutions. The results show that speech production of learners with different L2 proficiency levels are considerably different in terms of performance and individual realizations at word and phone levels. These results confirm that speech production of non-native speakers varies according to their L2 proficiency levels, even though they share the same L1 background. Furthermore, they will contribute to improve non-native speech recognition performance of ASR-based English language educational system for Korean learners of English.

• 말소리와 음성과학
• /
• 제15권3호
• /
• pp.9-16
• /
• 2023

The current study investigated the influence of age of L2 acquisition (AOA) and length of residence (LOR) in the L2 setting country on the production of voicing-conditioned vowel duration and spectral qualities in English by Korean learners. The primary aim was to explore the ways in which the language-specific phonetic features are acquired by the age of onset and L2 experience. Analyses of the archived corpus data produced by 45 native speakers of Korean showed that, regardless of AOA or LOR, absolute vowel duration was used as a salient correlate of voicing contrast in English for Korean learners. The accuracy of relative vowel duration was influenced more by onset age than by L2 experience, suggesting that being exposed to English at an early age may benefit the acquisition of temporal dimension. On the other hand, the spectral characteristics of English vowels were more consistently influenced by L2 experience, indicating that immersive experience in the L2 speaking environment are likely to improve the accurate production of vowel quality. The distinct influence of the onset age and L2 experience on the specific phonetic cues in L2 vowel production provides insight into the intricate relationship between the two factors on the manifestation of L2 phonological knowledge.

• 음성과학
• /
• 제11권1호
• /
• pp.131-145
• /
• 2004

The informative or important entities in utterances are focused and the focused items are usually accompanied by changes in phonetic manifestation. Phonetic realizations triggered by focus include changes of tonal contours as well as segmental strengthening. Focus in Korean is characterized by new phrase initiation, dephrasing, and initial tone contour with an enlarged pitch range in addition to segmentally lengthened initial segment. Focusing on the prosodic cues which play an important role in delivering the speakers' intention, this study aims to find out what intonational characteristics of Korean focus are realized by English learners of Korean. The English learners are divided into two groups according to their fluency in Korean, and the differences in focus realization between each group are discussed. Furthermore, the phonological and phonetic realizations of focus by English learners of Korean are compared to those by Korean native speakers. The results of this study yields two suggestions for Korean intonation education of L2 learners. First, the comparison between the two speaker groups can give better understanding in how and why the Korean intonation of English speakers is different from that of Koreans. Second, each phonological and phonetic characteristic of focus realization can weigh differently and its realization provides a criterion for evaluation of L2 Korean proficiency.

• 음성과학
• /
• 제11권3호
• /
• pp.55-68
• /
• 2004

The purpose of this experimental study is to investigate the relationship between English pronunciation and listening comprehension of English diphthongs and low vowels of Korean college students from the Chungnam and Gyungnam provinces. Of 22 test sentences for listening comprehension, 15 sentences were recorded by native speakers and seven sentences were edited from Springboard by Oxford University Press. For the listening comprehension test, 90 subjects from two groups, Chungnam dialect speakers and Gyungnam dialect speakers, were selected. They listened to 22 sentences produced by audio cassette tape and completed a cloze exercise. By the results of this experiment, we observed that Korean collegians of Gyungnam province showed a better listening comprehension of words including front low vowels when they preceded voiced sounds than those of Chungnam province. When the back low vowel came in an open syllable, we also recognized the same result; Gyungnam province collegians showed better listening comprehension of words including back low vowels than those of Chungnam province. As the results of Hee-Suk Park & Jung-Soak Kim(2003) showed that Gyungnam province collegians pronounced the English low vowels longer than Chungnam province collegians, we discovered that there was a positive relation between English pronunciation and listening comprehension, especially in Gyungnam province collegians. However regarding words including English diphthongs we discovered almost no relation between English pronunciation and listening comprehension.

• 영어어문교육
• /
• 제16권1호
• /
• pp.1-18
• /
• 2009

The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.