• The Journal of the Acoustical Society of Korea
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• v.13 no.6
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• pp.31-44
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• 1994

The paper introduces several studies of various aspects of Korean phonology and phonetics for speech recognition and synthesis. The phonological and phonetic studies presented in this paper are : i) For a study of segmental phonology, we made an annotated list of Korean allophones and their corresponding alphabetic symbols to type into computers. ii) For a study of segmental phonetics, we present some acoustic regulations in Korean consonants according to their phonological environment within a word. iii) For a study of prosodic phonology, we suggest the phonological functions of prosodic features and their acoustic cues. iv) For a study of prosodic phonetics, we present the characteristic patterns of accent and intonation in Korean. v) Finally, we suggest some ways of using this phonological and phonetic knowledge for possible improvement of speech recognition and synthesis.

• Child Studies in Asia-Pacific Contexts
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• v.4 no.1
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• pp.47-63
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• 2014

The purpose of this study was to develop a screening test for children at risk of reading underachievement and to investigate the effectiveness of the early-stage intervention program. In the first part of the study, we recruited 155 elementary first grade students for a screening test. Phonological deletion, digit naming, object naming, and sound-letter correspondence knowledge of a screening test, all assessed at the beginning of the school year, predicted the reading ability at the end of the school year. In the second part of the study, we analyzed the difference in the reading ability between fourteen children who participated in the intervention program and eighteen non-participating children. Reading ability was assessed by evaluating word recognition, oral reading fluency, reading comprehension, and pseudo-word recognition. The reading ability of intervention group improved more compared to control group, and the difference between two groups accentuated over time. However, final analysis conducted in November revealed that two groups did not differ significantly in oral reading fluency. This suggests that, unlike word recognition and comprehension, fluency might not dramatically improve in a short period.

• Proceedings of the KAIS Fall Conference
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• 2007.05a
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• pp.178-180
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• 2007

본 논문은 인간의 언어정보처리 과정 중 시각단어재인(visual word recognition) 과정에서 음운정보와 철자정보의 역할 및 심성어휘집의 표상 형태를 알아보기 위해, 계산주의적 모델을 제안하고, 제안된 모델을 이용하여 실험하였다. 실험결과 계산주의적 모텔은 한국어에 대한 시각 단어재인 시 보이는 언어현상 중 음운, 철자 이웃 크기효과(phonological and orthographic neighborhood effect)를 나타냈으며, 이를 통해 한국어 시각단어재인 과정에서 심성어휘집이 음운정보로 표상되어 있다는 것을 시사하는 증거를 보였다.

• Phonetics and Speech Sciences
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• v.2 no.1
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• pp.59-68
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• 2010

This study addresses the issue of whether Korean(L1)-English(L2) non-proficient bilinguals are affected by the native coda-neutralization process when recognizing words in English continuous speech. Korean phonological rules require that if liaison occurs between 'words', then coda-neutralization process must come before the liaison process, which results in liaison-consonants being coda-neutralized ones such as /b/, /d/, or /g/, rather than non-neutralized ones like /p/, /t/, /k/, /$t{\int}$/, /$d_{\Im}$/, or /s/. Consequently, if Korean listeners apply their native coda-neutralization rules to English speech input, word detection will be easier when coda-neutralized consonants precede target words than when non-neutralized ones do. Word-spotting and word-monitoring tasks were used in Experiment 1 and 2, respectively. In both experiments, listeners detected words faster and more accurately when vowel-initial target words were preceded by coda-neutralized consonants than when preceded by coda non-neutralized ones. The results show that Korean listeners exploit their native phonological process when processing English, irrespective of whether the native process is appropriate or not.

• The Journal of the Acoustical Society of Korea
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• v.13 no.5
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• pp.69-76
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• 1994

Acoustic cues of some consonantal phonology were tested in Korean words. All Korean consonants were recorded and acoustically analyzed in controlled phonological environments :ⅰ) word-initial, ⅱ) inter-vocalic, and ⅲ) word-final positions. The observed acoustic regulations are : ⅰ) The lengths of obstruents are longer word-initially than word-finally, ⅱ) The lengths of sonorants are longer word-finally than in word-initial or inter-vocalic positions, ⅲ) The formants of the lateral sound /l/ are higher word-finally than intervocalically. The phonological explanations of these acoustic regulations can be found in the rules of ⅰ) inter-vocalic voicing of plain stops, ⅱ) syllable-final unreleasing of obstruents, ⅲ) word-initial aspiration of stops, and ⅳ) liquid alternation between [r] and [l]. Numerical data of all these acoustic regulations are reported in order to facilitate their application toward improving naturalness for speech synthesis and accurateness for speech recognition.

• Phonetics and Speech Sciences
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• v.9 no.4
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• pp.123-128
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• 2017

This study aims to compare the performance of syllable identification task according to auditory and visual stimuli presentation methods and syllable position. Twenty-two typically developing children (age 4-6) participated in the study. Three-syllable words were used to identify the first syllable and the final syllable in each word with auditory and visual stimuli. For the auditory stimuli presentation, the researcher presented the test word only with oral speech. For the visual stimuli presentation, the test words were presented as a picture, and asked each child to choose appropriate pictures for the task. The results showed that when tasks were presented visually, the performances of phonological awareness were significantly higher than in presenting with auditory stimuli. Also, the performances of the first syllable identification were significantly higher than those of the last syllable identification. When phonological awareness task are presented by auditory stimuli, it is necessary to go through all the steps of the speech production process. Therefore, the phonological awareness performance by auditory stimuli may be low due to the weakness of the other stages in the speech production process. When phonological awareness tasks are presented using visual picture stimuli, it can be performed directly at the phonological representation stage without going through the peripheral auditory processing, phonological recognition, and motor programming. This study suggests that phonological awareness skills can be different depending on the methods of stimulus presentation and syllable position of the tasks. The comparison of performances between visual and auditory stimulus tasks will help identify where children may show weakness and vulnerability in speech production process.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.195-212
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• 2011

Research studies have shown that phonological awareness focused analogies and anagrams can be used as an effective game-based teaching instruction. However, previous studies used analogies and anagrams as separate instructional tools, especially in EFL-related situations. There has been no vocabulary learning in analogies/anagrams instruction provided, nor has there been usage of an integrated workbook for 'vocabulary learning and analogies/anagrams'. This study examined the effect on learners' vocabulary acquisition scores when a truly phonological awareness integrated 'analogies/anagrams and vocabulary learning' workbook was used as an instructional practice workbook. The results show that the phonological awareness integrated instruction significantly increased learners' vocabulary acquisition scores among 40 college students with minimal or basic level of English proficiency.

• Annual Conference on Human and Language Technology
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• 1995.10a
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• pp.244-252
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• 1995

본 연구는 한자를 이용하여 시각 정보 (Visual Information)와 음성 정보(Phonological Information)가 단어 재인과 단어 명명 과정에 어떻게 영향을 주는 지를 조사하기 위하여 실시되었다. 기존의 영어를 이용한 연구에서는 시각 정보와 음성 정보를 독립적으로 조작할 수 없었기에 두 요소가 단어 재인에 어떤 영향을 주는 지를 살피는데 어려움이 있었다. 그러나 한자단어를 이용하면 시각 정보와 음성 정보를 독립적으로 조작할 수 있기 때문에 영어 단어를 사용하는 것보다 유리하다. 본 실험에서는 한자 단어를 이용하여 점화 단어 (Prime Word)와 목표 단어(Target Word)간의 시간간격(SOA)을 100 ms, 200 ms, 750 ms, 그리고 2000 ms로 변화시키면서 시간이 흐름에 따라 시각적 유사성과 음성적 유사성에 의한 점화 효과(Priming Effect)가 어떻게 변화하는 지를 조사하였다. 이 실험 결과에 의하면, 100 ms 조건에서는 시각적 유사성에 의한 점화 효과만 있었다. 그러나, 200 ms, 750 ms, 2000 ms 조건들에서는 시각적 유사성뿐만 아니라 음성적 유사성에 의해서도 점화효과가 있었다. 이와 같은 실험 결과는 최초의 한자 단어의 어휘 접근 (Lexical Access)이 시각 정보에 의해 결정됨을 보여주고 있다.

• Proceedings of the KSPS conference
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• 2003.10a
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• pp.33-36
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• 2003

Two experiments were conducted to support the suggestion that the same information processing was used in both input modalities, visual and auditory modality in Wonil Choi & Kichun Nam(2003)'s paper. The primed lexical decision task was performed and pseudoword prime stimuli were used. The result was that priming effect did not occur in any experimental condition. This result might be interpreted visual facilitative information and phonological inhibitory information cancelled each other.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2002.05a
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• pp.111-116
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• 2002

The regularity effect for printed word recognition and naming depends on ambiguities between single letters (small grain-size) and their phonemic values. As a given word is repeated and becomes more familiar, letter-aggregate size (grain-size) is predicted to increase, thereby decreasing the ambiguity between spelling pattern and phonological representation and, therefore, decreasing the regularity effect. Lexical decision and naming tasks studied the effect of repetition on the regularity effect for words. The familiarity of a word from was manipulated by presenting low and high frequency words as well as by presenting half the stimuli in mixed upper- and lowercase letters (an unfamiliar form) and half in uniform case. In lexical decision, the regularity effect was initially strong for low frequency words but became null after two presentations; in naming it was also initially strong but was merely reduced (although still substantial) after three repetitions. Mixed case words were recognized and named more slowly and tended to show stronger regularity effects. The results were consistent with the primary hypothesis that familiar word forms are read faster because they are processed at a larger grain-size, which requires fewer operations to achieve lexical selection. Results are discussed in terms of a neurobiological model of word recognition based on brain imaging studies.