• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.240-247
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• 2004

The purpose of this study was to investigate the role of phonology in lexical access of bilingual processing for Korean-English bilinguals. Four experiments have been conducted in order to adjudicate the nonselective lexical access hypothesis, which argues simultaneous phonological activation of two bilingual languages, and the selective lexical access hypothesis, which argues phonological activation of only one bilingual language. The results showed that the Korean target word processing was significantly affected by the phonological manipulation of the English prime word(Exp. 2). Similarly, the English target word processing showed the tendencies that it is affected by the phonological manipulation of the Korean prime word(Exp. 2). This results indicates that the phonological information of another bilingual language is automatically activated when we process one of bilingual languages, and the process of English, which is the second language for most Korean, is phonologically activated.

• Speech Sciences
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• v.9 no.2
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• pp.193-202
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• 2002

The purpose of this study is to examine the phonological awareness of hearing impaired children. A number of researches indicate that hearing impaired children have articulation disorders due to their impaired auditory feedback. However, in children who have the ability to distinguish certain phonemes, they sometimes show misarticulation of the phonemes. Phonological awareness refers to recognizing the speech-sound units and their forms in spoken language (Hong, 2001). The subjects who participated in the experiment are composed of four hearing impaired children (3 cochlear implanted children and 1 hearing aided child). Phonological Awareness was evaluated by the test battery developed by Paik et al. (2001). The subtests consisted of rhyme matching, onset matching I II, word initial segmentation and matching I II. If the children asked for retelling, it was retold to a maximum of 4 times. Each item score was 1 point. The results were compared to those of Paik et al. (2001). The results of study were that subject 1 showed superior rhyme matching ability, subjects 2 and 3 fair ability, and subject 4 inferior ability. In onset matching I, all subjects showed inferior ability except for subject 3. Interestingly, subjects 1 showed the lowest onset matching I score. In word initial segmentation and matching I, subjects 1 and 4 showed inferior ability and subjects 2 and 3 showed fair ability. In onset matching II, subject 2 showed the perfect score 10 even though she showed very low score. In word initial segmentation and matching II, only subjects 2 and 3 showed appropriate levels of the skill. The results show that the phonological awareness of hearing impaired children is different from that of normal children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.8 no.4
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• pp.803-809
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• 2007

This study suggests a computational model to inquire the roles of phonological information and orthography information in the process of visual word recognition among the courses of language information processing, and the representation types of the mental lexicon. The model that this study is presenting here was designed as a feed forward network structure which is comprised of input layer which uses two Korean syllables as its input value, hidden layer, and output layer which express meanings. As the result of the study, the computational model showed the phonological and orthographic neighborhood effect among language phenomena which are shown in Korean word recognition, and showed proofs which implies that the mental lexicon is represented as phonological information in the process of Korean word recognition.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.75-85
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• 2000

Koreans and English have different phonotactic constraints and phonological rules. It causes Korean learners to have difficulty in pronouncing certain English consonant clusters correctly. This paper aims to discuss what English consonant clusters are difficult for Korean learners to learn and why this difficulty arises by comparing phonotactic constraints and phonological rules of English and Korean.

• The Journal of the Korea Contents Association
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• v.18 no.4
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• pp.268-278
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• 2018

The purpose of this study is to compare and analyze phonetic items such as the phonemic system, phonological rules, and pronunciation descriptions and notations incorporated in the textbooks. Based on our analysis results, we point out the problems related to pronunciation education, and suggest directions for improvement. First, the presentation order of consonants and vowels in the phonological systems sections of each textbook was different. We recommend that a standard for consonant and vowel presentation order should be prepared, but that this standard should take into consideration the specific purpose of the textbook; the learning strategies and goals, as well as the possibility of teaching and learning. Second, similar to phonemic systems, the presentation order of phonological rules was different for each textbook. To create a standard order for phonological rules, we have to standardize the order of presentation of rules and determine which rules should be presented. Furthermore, when describing phonological rules, the content should be described in common and essential terms as much as possible without the use of jargon. Third, in other matters of pronunciation, there were problems such as examples for pronunciation and lack of exercises. Regarding this, we propose to provide sentences or dialogues as examples for pronunciation, and to link these to various activities and other language functions for pronunciation practice.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.288-291
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• 2007

The aim of this study is to clarify degrees of difficulty of the Japanese L2 (second language) learners for learning Korean sounds and phonological rules. 31 subjects took a questionnaire survey and an identification test using words. In addition, each subject's pronunciation was evaluated by 3 Korean native speakers. As for Korean sounds, the results show that Japanese L2 learners have a tendency perceiving that listening is more difficult than pronouncing, although the listening test's scores were greater than the pronunciation test's scores for a majority of the items. As for Korean phonological rules, 1) there were some difficult items for applying the phonological rules, although Japanese L2 learners had knowledge of them, and 2) there were also some items that Korean native speakers evaluated Japanese L2 learners' pronunciations as the phonological rules were applied, even though learners pronounced them without any knowledge.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.16 no.1
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• pp.49-52
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• 2005

Background and Objectives : Children with cleft palate children may be imparied in articulation and resonance. This study examined the phonological process usage of 3-, 4- and 5- year old children with cleft palate. Materials and Method : Twenty seven children with cleft palat participated 3-, 4- and 5-year old children with cleft palate. The authors performed speech evaluation using picture consonants test for children with cleft palate. Percentage of consonants correct(PCC), mean value of each phoneme depends on articulation site and manner were evaluated. Results : In place of articulation, ommission of velar consonants were the most frequent. In manner of articulation, ommission of nasal consonants were the most frequent. Backing, glottal stop, was the most prominent phonological process children with cleft palate. Conclusion : These results may indicate that articulation disorder with cleft palate. and other articulation disorders differences should be considered in the interpretation of speech evaluations.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.17-26
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• 2014

The present study examined epenthetic vowels produced by Korean learners of English in read sentences, in terms of acoustic measures and extra-phonological factors. The results demonstrated three main findings. First, epenthetic vowels had relatively high F1 values and a wide range of F2 values. Most of the epenthetic vowels were inserted near Korean high central vowels, but some vowels were inserted near front vowels due to co-articulation with surrounding vowels. Second, vowel epenthesis was affected by the context. The results showed that the epenthesis was frequently seen with word junctions between obstruents (e.g., stops-fricatives). Third, Korean learners were not affected by English background and were very weakly affected by orthography. English experience, which is one of the extra-phonological factors, was not related to epenthesis production. However, orthography, the other extra-phonological factor, very weakly affected the amount of epenthesis production. Nine percent of all epenthesis production was affected by the English past-tense suffix '-ed'; approximately 70% of the participants were affected by this suffix. The findings of the present study contributed to understanding vowel epenthesis. First, the study revealed that the epenthetic vowels produced by Korean learners of English were close to the high central vowel, supporting previous studies that the epenthetic vowel is quite close to the shortest vowel. Second, the study examined the various phonetic environments of epenthetic vowels, revealing that vowel epenthesis occurred more frequently in a certain phonetic circumstance.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.5 no.10
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• pp.1879-1890
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• 2011

Previous studies of syllable frequency effects have proposed that inhibitory effects due to high first syllable frequency were the products of competitions between activated lexical candidates within a lexical level. However, these studies have primarily used lexical decision tasks to examine the nature of syllable frequency effects. This study investigates whether a syllable frequency effect can arise in semantic categorization tasks and whether phonologically or orthographically defined syllables interact with semantically related variables such as morphological family size. If the syllable frequency effect was created by activations and competitions on a lexical level, it is highly possible that the effect was related to semantic categorization tasks. To test this hypothesis, we conducted two experiments. In Experiment 1, morphological family size and phonological syllable frequency were factorially manipulated. In Experiment 2, morphological family size and orthographic syllable frequency were factorially manipulated. The results demonstrate that morphemes have no relationship with phonological syllables but do with orthographic syllables. This suggests that phonological syllables and orthographic syllables have different roles in the syllable frequency effect on visual word recognition process.

• Phonetics and Speech Sciences
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• v.7 no.2
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• pp.63-73
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• 2015

This study investigated longitudinally early vocalization and phonological developments of typically developing children. Ten typically developing children participated in the study from 9 months to 18 months of age. Spontaneous utterance samples were collected at 9, 12, 15, 18 months of age and phonetically transcribed and analyzed. Utterance samples were classified into 5 levels using Stark Assessment of Early Vocal Development-Revised(SAEVD-R). The data analysis focused on 4 and 5 levels of vocalizations classified by SAEVD-R and word productions. The percentage of each vocalization level, vocalization length, syllable structures, and consonant inventory were obtained. The results showed that the percentages of level 4 and 5 vocalizations and word significantly increased with age and the production of syllable structures containing consonants significantly increased around 12 and 15 months of age. On average, the children produced 4 types of syllable structure and 5.4 consonants at 9 months and they produced 5 types of syllable structure and 9.8 consonants at 18 months. The phonological development patterns in this study were consistent with those analyzed from children's meaningful utterances in previous studies. The results support the perspective on the continuity between babbling and early speech. This study has clinical implications in early identification and speech-language intervention for young children with speech delays or at risk.