• 말소리와 음성과학
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• 제6권3호
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• pp.73-77
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• 2014

The purpose of this study is to investigate the differences of the speech rate according to the area in the perceptual and acoustic analysis. This study examines regional variation in overall speech rate and articulation rate across speaking situations (picture description, free conversation and story retelling) with 14 normal adult (7 in Gyeongnam and 7 in Honam area). The result of an experimental investigation shows that the perceptual speech rate differs significantly between two regional varieties of Koreans with a picture description examined here. A group of Honam speakers spoke significantly faster than a group of Gyeongnam speakers. However, the result of the acoustic analysis shows that the speech rate of the two groups did not differ. And there were significant regional differences in the overall speech rate and articulation rate on the other two speaking situation, free conversation and story retelling. It suggest that we have to study perceptual evaluation with regard to the free conversation and story retelling in future research, and based on the results of this study, a variety of researches on the speech rate will be needed on the various conditions, including various area and SLPs who have wider background and experiences. It is necessary for SLPs to train and experience more to assess patients properly and reliably.

• 영어어문교육
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• 제15권3호
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• pp.223-248
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• 2009

Previous research on the impact of pretask planning on subsequent second language (L2) production has mainly focused on the linguistic quality of planned production, while learners' thought processes and perceptions about planning have been relatively less explored. In addition, few previous planning studies have examined whether the learners did in fact follow the pretask instructions, thus leaving the role of pretask instructions in the planning process unexplored. Therefore, the present study investigated whether pretask instructions affect attentional allocation as well as what cognitive operations planners engage in and what their perceptions about planning are. Forty-three Korean EFL classroom learners were divided into two groups: before having time to plan for an oral story retelling task, one group received general instructions, while the other group received specific instructions. The findings, based on both quantitative and qualitative data analysis, indicated no large effects of pretask instructions on the planners' attentional focus. Rather, the qualitative analysis identified a number of other factors that influenced learners' decision making as well as their general processes and approaches to planning and their perceptions about planning and thinking aloud while planning. Implications for L2 teaching as well as limitations of the study are discussed.