• English Language & Literature Teaching
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• v.13 no.3
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• pp.77-97
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• 2007

To compare data on the speech act of requests from two different methods, a study was conducted in which both native and non-native speakers of English participated as subjects, and data were collected by means of actual e-mail writing and DCT (discourse completion test). The analysis of requests from the two different data-gathering methods showed that despite some similarities, considerable differences existed between e-mail and DCT requests in several important aspects of requests such as amount of talk, directness level, downgraders and supportive moves which play an important role in making a given request sound less imposing and more polite. Also it was shown that requests of non-native speakers differed considerably from requests of native speakers in terms of the four aspects of requests across type of data-gathering methods. Based on the findings, some suggestions were made for both further research and L2 classrooms.

• Speech Sciences
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• v.8 no.1
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• pp.33-52
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• 2001

A bilingual sound dictionary in Korean and English has been created for a broad range of sound reference to cross-linguistic, dialectal, native language (L1)-transferred biological and allophonic variations. The paper demonstrates that the pronunciation dictionary of the lexicon is inadequate for sound reference due to the preponderance of unmarked sounds. The audio registry consists of the three-way comparison of 1) English speech from native English speakers, 2) Korean speech from Korean speakers, and 3) English speech from Korean speakers. Several sub-dictionaries have been created as the foundation research for independent development. They are 1) a pronunciation dictionary of the Korean lexicon in a keyboard-compatible phonetic transcription, 2) a sound dictionary of L1-interfered language, and 3) an audible dictionary of Korean sounds. The dictionary was designed to facilitate the exchange of the speech signal and its corresponding text data on various media particularly on CD-ROM. The methodology and findings of the construction are discussed.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.95-98
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• 2007

This study investigates pause positions of Korean students' reading of an English script. 12 natives speakers of English and 18 Korean students were asked to read The North Wind and the Sun. The common pause positions were determined by examining the pauses of the native speakers' readings. Korean students were asked to mark pauses on a script. And then they were trained to put pauses as native speakers of English do. Although some errors have been corrected after the training, others have not been corrected in Korean students' readings. Korean students made fewer errors in marking on the script than in reading the script. They seem to know where to put pauses, but lack of practice makes it difficult to put pause in the right positions when they read. That suggests that teachers should continue to teach students where to put pauses in their reading or speaking English.

• Phonetics and Speech Sciences
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• v.2 no.2
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• pp.51-60
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• 2010

This study is to examine how Korean speakers realize English stress on the homographic words. Experiments were performed by Korean speakers three times, before stress instruction, immediately after instruction, and six weeks after instruction. First, duration, fundamental frequency, and intensity of the vowel in a stressed syllable of three homographic words produced by Korean speakers were compared with those of native speakers of English. The result shows that when the words were used as nouns, before instruction Korean speakers had shorter duration and lower fundamental frequency in the stressed vowel than the native speakers, which indicates that Korean speakers did not assign the primary stress on the first syllable of the nouns. After instruction, the values of duration and fundamental frequency were increased and the differences between two groups were decreased. Next, the values of these stress features measured three times were analyzed in order to find out how they changed through instruction. The analysis shows that after instruction the values of three features were increased compared to the ones before instruction, and that the biggest change was in duration of the vowel and the next was fundamental frequency. Six weeks after instruction, the values of duration and intensity were decreased than those immediately after instruction. This means that instruction is helpful for Korean speakers to assign the stress for the English homographic words, and that instruction and practice are needed repeatedly.

• MALSORI
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• no.65
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• pp.1-11
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• 2008

This study explored the perception of transplanted Korean prosody by NE (Native speakers of English) and NK (Native speakers of Korean) listeners. The Korean utterances of various sentence types produced by NE and NK were employed to transplant the original Korean prosody contours to the Korean utterances read by NE. Then, other NE and NK were instructed to rate the transplanted prosodic components. Results showed that the interactions between the two rater groups with the three factors (e.g., transplantation types & rater groups, sentence types & rater groups, sentence length & rater groups) turned out to be meaningful. Both rater groups preferred the combined effect of transplanted prosodic components (e.g. DP, DPI) to that of individual transplantation (e.g. I, D, P). Compared to NK, NE were more sensitive to duration change than pitch change whereas NK showed equal preference to the both. In sentence types such as De, Ex, Im, and Ta, NE perceived higher similarity than NK.

• Proceedings of the KSPS conference
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• 2005.11a
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• pp.189-192
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• 2005

This study investigates the asymmetry effect between acoustics and perception. The examined cues are closure duration, closure voicing, VOT, release, pre-vowel duration, post-vowel duration. Five native speakers of English and 30 Korean college students participated in the present study. The results showed that high level Korean English learners parallels native speakers in their responses, while mid and low level Korean learners are substantially different from natives.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.158-165
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• 2022

Journal of Convergence for Information Technology. This study explores how native speakers (NSs) and non-native speakers (NNSs) of English negotiate meanings during conversational interactions to achieve successful communication. This study involved 40 participants: 20 native English speakers and 20 Korean university students. The participants were divided into 20 pairs, with each pair consisting of one NS and one NNS. Tasks for conversation were given and the execution recorded in order to collect data. 37 recorded conversations were transcribed and used for analysis, including statistical analyses. Results showed that both NSs and NNSs mutually put in effort for successful communication. While NSs mostly played the role of leading the natural flow of the conversation, encouraging their non-native interlocutors to speak, NNSs used various strategies to compensate for their lack of linguistic competence in the target language. NNSs employed a wide range of communicative strategies to keep the conversation going. The results of this study contribute to a better understanding of interactions between NSs and NNSs and yield pedagogical implications.

• Speech Sciences
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• v.12 no.1
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• pp.75-87
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• 2005

In this study I investigate how native Korean listeners perceive English vowels /i/, /I/, and /$\epsilon$/. I extend Flege et al's (1997) study with synthesized /i/-/I/ and /I/-/$\epsilon$/ continua, and apply the results to Flege's (1995) Speech Learning Model (SLM). The statistical results show that native speakers of English rely more on spectral steps than on vowel duration when they identify the /i/-/I/ continuum, whereas native speakers of Korean rely more on vowel duration than on spectral steps when they identify the same continuum. In the case of the /I/-/$\epsilon$/ continuum, both groups rely on spectral steps when they identify the /$\epsilon$/, which supports the SLM; Koreans identified the /$\epsilon$/ categorically since Korean has the equivalent vowel. However, there was not statistical difference between Korean subjects with more English experience (KE) and those with less English experience in the identification of both continua. This contradicts the SLM, which posits that experienced L2 learners are better than inexperienced L2 learners in perception of L2 sounds. The exact nature of this should be further investigated in the SLM.

• Speech Sciences
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• v.11 no.2
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• pp.119-136
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• 2004

Ellipsis is the figure of speech characterized by the deliberate omission of words that are obviously understood, but that must be supplied to make a construction grammatically or semantically complete. The purpose of this study is to examine how ellipsis affects its adjacent elements acoustically and phonologically in English VP-ellipsis, sluicing and gapping. In the experiment, the realizations by English native speakers are set as the criteria for the observing point and are compared to Korean speakers' realizations. For the results, while English native speakers utilized various acoustic information such as word duration and pitch range and phonological information such as pith accent realization in order to intend the cues for decoding the missing constituent, Korean English learners relied on only duration information and could not use various information effectively.

• Speech Sciences
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• v.8 no.4
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• pp.259-273
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• 2001

This study investigates the accentual realization of negation denying the presupposition of a previous utterance compared with that of a general negation. Specifically we study what types and positions of accent are realized in the speech of Korean speakers using English as a second language as well as English native speakers. Gussenhoven (1983) and Bolinger (1985, 1986) suggested that when presupposition of previous utterances is denied through negation, focal accent is assigned to empty (functional) words, rather than negative morphemes. The results of this study, however, show that negation sentences denying presupposition have accents not only on empty (functional) words but also on content words. Almost every English native speaker places an H* accent on the negative morphemes themselves (not, no, nothing, etc.) in general negation, as well as on the other lexical items-verbs and prepositions in our data-in negations denying presuppositions. On the other hand, Korean speakers hardly distinguish between the two kinds of negation sentences, unlike native speakers through accentual differences. Rather, they give accent an every content word, including the negative morphemes in both general negations and negations denying presuppositions. Therefore, the results of this study do not absolutely support the previous studies on the denial of presupposition.