• Speech Sciences
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• v.6
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• pp.33-44
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• 1999

This paper aims to analyze whether the phenomenon of /u/$\rightarrow$/i/ is a hypercorrection or not in the North Korean dialects. Most North Koreans pronounce /i/(gold) as /kum/ because the vowel /i/ merges into the peripheral vowel space of /u/ in their dialects. The merger of back vowel is one of most distinctive characters in North Korean dialects. But some speakers pronounce /chubann/(exile) as /chiban/. This time /u/ in peripheral space moves to /i/ in central vowel space. It seems that the vowels /i/ and /u/ exchange places with each other when they uttered in North Korean. Though it was observed that the vowel movement of /i/$\rightarrow$/u/ was caused by the merger of back vowels, the reason why vowel /u/ moves in the opposite direction, that is, the central space of vowel /i/ has not been analyzed yet. This experiment starts with hypothesis that the movement of /u/$\rightarrow$/i/ might be caused by hypercorrection. The first step of this research is to analyze /u/$\rightarrow$/i/ pronunciation of North Koreans. The second step is to compare the results of North Korean pronunciation with those of South Korean pronunciation and observe whether tendency of /u/$\rightarrow$/i/pronunciation can also be found in the standard Seoul dialect and other South Korean dialects.

• Speech Sciences
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• v.15 no.3
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• pp.31-38
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• 2008

The aim of this study was to find how English vowels affect the pronunciation of English sibilants /$d_3,\;{_3}$, z/ by Korean learners of English. Fifteen nonsense syllables composed by five vowels /a, e, i, o, u/ were pronounced six times by twelve Korean learners of English. Test scores were measured from the scoreboard made by a speech training software program, which was designed for English pronunciation practice and improvement. Results show that 1) the subjects had the lowest scores in /a_a/ position, and 2) subjects had lower scores in the /i_i/ position than in /e_e/, /o_o/ and /u_u/ positions when they pronounced $/d_3/,\;/{_3}/$, and /z/ in their respective inter-vocalic position. This study found that for the group studied Korean learners of English have more difficulty in pronouncing sibilants in /a_a/ and /i_i/ positions than in the other positions.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.14 no.8
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• pp.3257-3269
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• 2020

Articulation disorders are characterized by an inability to achieve clear pronunciation due to misuse of the articulators. In this paper, a method of detecting such disorders by comparing to the standard pronunciations is proposed. This method defines the standard pronunciations from the speeches of normal children by clustering them with three features which are the Linear Predictive Cepstral Coefficient (LPCC), the Mel-Frequency Cepstral Coefficient (MFCC), and the Relative Spectral Analysis Perceptual Linear Prediction (RASTA-PLP). By calculating the distance between the centroid of the standard pronunciation and the inputted pronunciation, disordered speech whose features locates outside the cluster is detected. 89 children (58 of normal children and 31 of children with disorders) were recruited. 35 U-TAP test words were selected and each word's standard pronunciation is made from normal children and compared to each pronunciation of children with disorders. In the experiments, the pronunciations with disorders were successfully distinguished from the standard pronunciations.

• Speech Sciences
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• v.8 no.4
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• pp.221-228
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• 2001

The purpose of this study is to analyze the problems Korean students, having acoustic structure of Korean vowels, have when they pronounce English vowels by measuring formant frequencies. The experimental results show that the pronunciation of English vowels by Korean students is partially influenced by their Korean vowels. There is little distinction between /i/ and /I/, /U/ and /u/ due to the absence of short and long vowels in Korean pronunciation. Also, as observed in typical Korean vowel pronunciation, there is little difference between the F1 values of /$\varepsilon$/ and /$\{\ae}$/ by Korean speakers, resulting in inaccurate English pronunciation. In addition, compared to English native speakers, Korean speakers show the biggest difference in F1 value of /c/. The fact that they make pronunciation of /c/ covering /e/, /$\Lambda$/ and /c/ positions probably accounts for such phenomenon. The results of this experiment show the interference of Korean that occurred in some English vowels by native Korean speakers.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.117-134
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• 2000

Kim, Key-Seop(2000). English Restructuring and A Use of Music in Teaching English Pronunciation. JSEP 2000 voU This study has two-fold aims: one is to clarify the restructuring of English in utterance, and the other is to relate it to teaching English pronunciation for listening and speaking with a use of music and song by suggesting a model of 10-15 minute pronunciation class syllabus for every period in class. Generally, English utterances are restructured by stress-timed rhythm, irrespective of syntactic boundaries. So the rhythmic units are arranged in isochronous groups, of which the making is to attach clitic(s) to a host or head often leftwards and sometimes rightwards, which results in linking, contraction, reduction, sound change and rhythm adjustment in utterance, just as in music and song. With English restructuring focused on, a model of English pronunciation class syllabus is proposed to be put forward in class for every period of a lesson or unit. It tries to relate the focused factor(s) in pronunciation to the integrated, with teaching techniques and music made use of.

• Cross-Cultural Studies
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• v.30
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• pp.97-124
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• 2013

For a long period, vowel reduction has been accepted as one of the most common pronunciation rules in Russian phonology. However, since the rules have been modified in many ways after the influx of loanwords, [a, e, i, o, u, ${\star}$]-including [e, o]-can now be pronounced in unstressed position, obeying the rule of vowel reduction. Especially in Modern Russian, along with the destruction of the consonant pronunciation norm due to some relatively complex changes it underwent palatalization, consonant pronunciation has been simplified, and as a response to such a phenomenon, the specialization of vowel pronunciation rule is now occurring. In other words, in the interrelation between consonants and vowels, as the pronunciation rules for consonants are simplified and thus the contrast between consonants is weakened, the degree of dependence on pronunciation of segment in the vowel pronunciation rule has been elevated. Therefore, the analysis says that the degree of vowel reduction depends on a vowel's distance from a stressed syllable is not enough; the influence of surrounding phonemes-including consonants-or the formative characteristics of words themselves should also be considered. The introduction of Max-noncorner/UnderLex, a/an Licence constraint that is related to non-declension nouns, and that of IdentC[back] and ShareCV[back], which are faithfulness constraint and share constraint respectively that are related to the nature of consonants stresses that vowel pronunciation rules should not be simply viewed as rules for vowels; The rules should be analyzed with emphasis on their correlation with surrounding phonemes.

• Lingua Humanitatis
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• v.8
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• pp.331-367
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• 2006

In this paper I attempted to investigate the matters related with the clarification of the close relationship between writing system and pronunciation. On the way of pursuing the research on the subject I found the fact that the same topic has been the main academic target in Korea. There have been some remarks about English alphabets and pronunciation. Nevertheless, the relation between alphabet codes and pronunciation tokens wasn't considered as the main key to master the English pronunciation correctly and completely. As the main target of this paper I argue that it is necessary to comprehend the connection. Then, we can recognize the significant role of alphabetic structure for understanding the gist of pronunciation exercise. This paper is classified into four parts. Each part consists of the material to affirm the fact that writing system should be the inevitable equivalent of sound system, and vice versa. In the first section I show that the development of the way of pronouncing English words is closely related with the endeavors of the scholars. While performing the survey of the studies about the alphabetic structure of the age many scholars found that the spelling construction was recorded without any common denominator. Thus, they not only sought to stage the bedrock for the standard written form of words but also to associate the alphabet letters with phonetic features. Secondly I mention the negative aspect of the 'only spelling based English pronunciation education' for the educational goal of 'Phonics methodology.' In this part I suggest the essentiality of phonemic properties with the phonetic prospect: phonemic awareness. Thirdly I refer to the standardization of the spelling system of English. As the realm of application of the language is extended toward the various professional areas such as commercial, scientific, and cultural spheres, it is quite natural to assume that the usage of the language will be transformed according to the areas in the world. Fourthly I introduce the first English-Korean grammar book with the section of 'the introduction to English pronunciation.' At the chapter the author explained the sound features of English based on the regulation of 'Scientific Alphabet' of U.S.A. In the transcribing system all the symbols were postulated on the basis of the English alphabet form instead of the separate phonetic signs of IPA.

• The korean journal of orthodontics
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• v.21 no.2 s.34
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• pp.287-307
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• 1991

This study aimed at examining speech defects of openbite patients, which were analized in terms of formant frequency for vowels and word pronunciation length for consonants. In addition, the upper and lower lip (perioral m.) activity was tested by the EMG. The tongue force was measured by the strain gauge, and the speech discrimination test was carried out. One experimental group and one control group were used for this study and they were respectively composed of six female openbite patients and six normal-occlusion females. Eight monophthongs, two fricatives and two affricatives were chosen for speech analysis. Speeches of the above-mentioned groups were recorded and then analized by the ILS/PC-1 software. Four hundred most frequently used monosyllables were also chosen for discrimination score. Openbite patients showed the following characteristics: 1. Abnormality in case of /a/, $/\varepsilon/$, /e/, /i/ $F_2$ and /e/, /a/ $F_1$. 2. Significantly elongated length in their pronunciation of /h/ and $/C^h/$ and somewhat elongated length also in their pronunciation of /s/ and /c/. 3. Significant upper lip activity according to the EMG test during pronunciation of the bilabial consonants. 4. Relatively weak tongue force according to the strain gauge measurement. 5. According to the speech discrimination test, high rate of misarticulation in case of (a) initial /p/ /s'/ and /ts'/, (b) /a/,$/\varepsilon/$,/e/,/je/,/o/, $/\phi/$,/jo/,/u/,/we/, and /i/ (c) final (equation omitted).

• Phonetics and Speech Sciences
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• v.9 no.4
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• pp.35-41
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• 2017

The existence and the extent of vowel length difference before voiced/voiceless consonants in English and Korean are examined in three groups: (1) Korean-speaking Americans (group A), (2) immigrants who moved to the U.S. in their early teens (group I), and (3) Koreans who have been in the U.S. for less than 3 years (group K). 14 subjects were recorded reading 10 English and 10 Korean sentences. The results show that the three groups exhibit different patterns of the vowel length difference: Group A shows a very strong tendency of vowel lengthening before voiced consonants in both English and Korean, while Group I shows less degree of vowel lengthening, and Group K shows almost no tendency of vowel length difference in both languages. This strongly suggests that, (1) unlike English, Korean does not have the vowel length difference depending on the following consonants, and (2) the vowel lengthening effect observed in Korean (L2) speech in group A may be the result of transfer of the phonetic trait acquired in English (L1). It also implies that, in teaching pronunciation, some facts such as the vowel length difference cannot be expected to be acquired automatically for the learners of English, but have to be taught explicitly.

• MALSORI
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• no.4
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• pp.20-30
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• 1982

The aim of this paper is to analyse difficulties of the pronunciation in swedish vowels encountered by Koreans learners and to seek solutions in order to correct the possible errors. In the course of the analysis the swedish and Korean vowels in question are compared with the purpose of describing differences aha similarities between these two systems. This contrastive description is largely based on the students' articulatory speech level ana the writer's auditory , judgement . The following points are discussed : 1 ) Vowel length as a distinctive feature in Swedish compared with that of Korean. 2) A special attention is paid on the Swedish vowel [w:] that is characterized by its peculiar type of lip rounding. 3) The six pairs of Swedish vowels that are phonologically contrastive but difficult for Koreans to distinguish one from the other: [y:] ~ [w:], [i:] ~ [y:], [e:] ~ [${\phi}$:], [w;] ~ [u:] [w:] ~ [$\theta$], [$\theta$] ~ [u] 4) The r-colored vowel in the case of the postvocalic /r/ that is very common in American English is not allowed in English sound sequences. The r-colored vowel in the American English pattern has to be broken up and replaced hi-segmental vowel-consonant sequences . Korean accustomed to the American pronunciation are warned in this respect. For a more distinct articulation of the postvocalic /r/ trill [r] is preferred to fricative [z]. 5) The front vowels [e, $\varepsilon, {\;}{\phi}$) become opener variants (${\ae}, {\;}:{\ae}$] before / r / or supradentals. The results of the analysis show that difficulties of the pronunciation of the target language (Swedish) are mostly due to the interference from the Learner's source language (Korean). However, the Learner sometimes tends to get interference also from the other foreign language with which he or she is already familiar when he or she finds in that language more similarity to the target language than in his or her own mother tongue. Hence this foreign language (American English) in this case functions as a second language for Koreans in Learning Swedish.