• Journal of Acupuncture Research
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• v.33 no.4
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• pp.93-100
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• 2016

Objectives : To find an acupuncture point where more exact Surface Electromyography(SEMG) measurement can be drown, through the study of measurement of orbicularis oris. Methods : Of healthy people from 19 to 40 years of age, who did not fall under exclusion criteria (22 males and 22 females), were selected as subjects, after relaxation for 10 minutes, and they were told how to pronounce 'O' and 'U' with their lips puckered. The SEMG figures were measured with attaching disposable electrode on acupuncture point of right-and-left Hwaryo(LI19) and 1 cun away from Seungjang(CV24) on both sides when the subjects pronounced 'O' and 'U'. Results : The average value was highest on left 1 cun away from Seungjang(CV24) in pronouncing 'O' and 'U', and the average SEMG value was higher in the order of right 1 cun away from Seungjang(CV24), right Hwaryo(LI19), left Hwaryo(LI19). Average of the lower orbicularis oris is statistically higher than that of the upper orbicularis oris, which has significant meaning. However, there was no significant difference when compared by pronunciation. Average of percentage mark of differences of right-and-left measured value of each pronunciation and each acupuncture point : Pronounced 'O' and the upper part of orbicularis oris: $16.76{\pm}11.29%$, pronounced 'O' and the lower part of orbicularis oris: $22.41{\pm}12.92%$, pronounced 'U' and the upper part of orbicularis oris: $17.10{\pm}9.89%$, pronounced 'U' and the lower part of orbicularis oris : $19.20{\pm}10.82%$. Conclusion : The difference of pronunciation will not affect the results in SEMG measurement. In addition, the average of the lower orbicularis oris is statistically and significantly higher than that of the upper orbicularis oris.

• Journal of English Language & Literature
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• v.56 no.1
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• pp.65-78
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• 2010

The purpose of this paper is to suggest that the International Phonetic Alphabet be included in English curriculum and taught in English classroom. Current English curriculum for elementary and middle school students doesn't specify anything for the education of the IPA. The knowledge of IPA is essential for the students to study by themselves how to pronounce English words. The IPA, however, is either too little or too much to be taught at school. It is too little in that it doesn't tell us anything about allophones, the knowledge of which could enable us to get rid of foreign accents as much as possible. It is too much in that it can represent more than one sounds (e.g., /ɔ/ in American and British English). To overcome these drawbacks, it should be introduced gradually with the allophones in the same environments. The correct vowel sounds should be introduced with the aid of pronunciation dictionary so that the students could get their own vowel quality. Moreover, the IPA symbol should be adopted for the English textbooks.

• Speech Sciences
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• v.12 no.2
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• pp.7-16
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• 2005

The purpose, this experimental study was to identify pronunciation difficulties between male and female Korean speakers in their articulation of English vowels. Ten English mono-syllabic words were spoken six times by six male and six female college students. Formant frequencies were measured from sound spectrograms made by Pitch Works. Results show that Korean female speakers uttered English vowels more similar to those uttered by English native speakers than did Korean male speakers. While Korean male speakers could not readily distinguish between /i/ and /I/, /u/ and /v/, and /$\epsilon$/ and /ae/, respectively, Korean female speakers had difficulty only with /$\epsilon$/ and /ae/. The tentative results suggests that on the whole Korean speakers have difficulty in discriminating tense vowels from lax vowels, and they also have articulatory problems pronouncing low and back vowels such as /ae/. /a/ and /c/.

• Phonetics and Speech Sciences
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• v.2 no.3
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• pp.23-27
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• 2010

The purpose of this study was to find how English vowels /a, e, i, o, u/ affect the production of English labials /p, b, f, v/ by Korean learners of English. Sixty syllables were composed by five vowels and four labials in the syllable types CV, VC, and VCV. The nonsense syllables were produced three times by nine subjects. The major results show that (1) in inter-vocalic position, the subjects had higher scores in producing /v/ composed with /a, e, o/ and /u/, while subjects had lower scores in producing /p/ with /i/ and /o/, (2) in post-vocalic position, the subjects had higher scores in producing /v/ and /f/ with /a, e/, and /o/, while subjects had lower scores in producing /b/ with /e/ and /i/, and (3) in pre-vocalic position, the subjects had higher scores in producing /v/ with /e, o, u/ and /f/ with /u/, while subjects had lower scores in producing /b/ with /e/, /i/ and /u/. The results suggest that on the whole, Korean learners of English have much difficulty in producing /p/ with /i/ in inter-vocalic condition and /b/ with /i, /e/ in pre-vocalic position.

• The Journal of the Society of Korean Medicine Diagnostics
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• v.14 no.1
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• pp.15-35
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• 2010

Objectives : The purpose of this study is to find out the correlation between the Vocal indicators and the 'Buzhongyiqi-Tang questionnaire' and the 'Chalder fatigue scale.' Methods : This study examined the mean value of each factor in the 'Buzhongyiqi-Tang Questionnaire,' 'Chalder fatigue scale' and the different voice indicators conducted on 81 healthy adult participants in relation to the results of the /a/ /e/ /i/ /o/ /u/ pronunciation test. Results : There was significant correlation between the pronunciation of /a/ /e/ /i/ /o/ /u/ vowels' F0 indexes and 'the Deficiency symptoms of Buzhongyiqi-Tang'. The results of the regression analysis showed the following significant findings for each pronouncing vowels: /i/ as a factor for 'the Deficiency symptoms of Buzhongyiqi-Tang'.; /a/ for 'the Consumptive fever of Buzhongyiqi-Tang'.; /i/ for 'the Vocal inflammation of Buzhongyiqi-Tang.; and /e/ as a factor of 'the Chadler physical fatigue'. Conclusions : The study showed a negative correlation between the Fundamental Frequency and the mean value of the questionnaire, which could be understood as higher the fatigue level, increased level of vocal vibration and higher pitch tone compared to the less fatigued group. We expect future studies to conduct research on methods to diagnose other illnesses using the vocal indicators based on the correlation between the vocal index and illnesses prescribed under traditional oriental medicine.

• Speech Sciences
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• v.8 no.4
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• pp.193-206
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• 2001

The purpose of this experimental study was to investigate characteristics of English vowels uttered by Korean regional dialect speakers. Ten English mono-syllabic words, and eight Korean mono-syllabic words, were uttered six times by nine female graduate students from three areas: Seoul, Yongnam and Honam. Formant frequencies were measured from sound spectrograms made by the PC Quirer. Results showed that Seoul dialect speakers uttered English vowels more similar to those uttered by English native speakers than did the other dialect speakers. In particular, Yongnam dialect speakers have articulatory problems pronouncing the back vowels(/u/, /$\upsilon$/, /c/), while Honam dialect speakers have problems pronouncing the front vowels(/i/. /I/, /$\varepsilon$/, /$\ae$/). Even though each group has different problems pronouncing English vowels, Korean speakers generally have difficulty in discriminating tense vowels(/i/ and /u/) from the lax vowels(/I/ and /$\upsilon$/). It appears that the width of Korean speakers' articulatory movements is comparatively narrower than those of native English speakers.

• Journal of the korean academy of Pediatric Dentistry
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• v.24 no.1
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• pp.95-111
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• 1997

The human speech organ consists of respiration system (lung, larynx), phonation system (vocal cord), articulation system (esophagus, pharynx, uvula, teeth, gingiva, palate, tongue, lip) and resonating system(oral cavity, nasal cavity, paranasal sinus). Because teeth are components of the articulation system, it has been reported that the persons with abnormally positioned teeth generally have abnormal occlusion and pronunciation. In this study, using /ㅅ(s)/, the most commonly mispronunced consonant in children with malocclusion, and the seven single vowels, /사(sa), 서($s\delta$), 소(so), 수(su), 스($s\omega$), 시(si), 세(se)/ and / ㅏ(a), ㅓ($\delta$), ㅗ(o), ㅜ(u), ㅡ($\omega$), 1(i), ㅔ(e)/ were recorded and analyzed using speech analysis program on computer by measuring formants and compared them for investigating the differences in pronunciation in children with Angle's class I occlusions and those with Angle's class II div.1 malocclusion. The result were as follows: 1. In the Angle's Class II div.1 group, there were no significant differences in F1 of all recorded sounds as compared with Angle's Class I group(p>0.05). 2. In the consonants, there were significant differences in F2 of /스($s\omega$)/ and F2/F1 ratio of /사(sa), 서($s\delta$), 시(si)/ between the two group(p<0.05). 3. In the vowels, there were significant differences F2/F1 ratio of /ㅓ($\delta$)/(p<0.05) and no significant differences in F2/F1 ratio between two group(p>0.05). 4. In the consonants, there were significant differences in F2 and F2/F1 ratio when succeeding vowels were high or low, and F2/F1 ratio when front in accordance with tongue position (p<0.05). 5. In the vowels, there were no significant differences in formant in accordance with tongue position(p>0.05)

• Journal of English Language & Literature
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• v.56 no.5
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• pp.851-870
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• 2010

The purpose of this paper is to investigate the distribution of /ju/ in British English, especially after the coronal sonorants /n, l, /r/. The sequence /ju/ is related with vowels such as /u/, /ʊ/, and /ʊ/, and has occasioned a variety of conflicting analyses or suggestions. One of those is in which context /j/ is deleted if we suppose that the underlying form is /ju/. The context differs according to the dialect we deal with. In British English, it is known that /j/ is deleted always after /r/, and usually after /l/ when it occurs in an unstressed word-medial syllable. To check this well-known fact I searched OED Online (the 2nd Edition, 1989) for those words which contain /n, l, r/ + /ju, jʊ, u, ʊ, (j)u, (j)ʊ/ in their pronunciations, using the search engine provided by OED Online. After removing some unnecessary words, I classified the collected words into several groups according to the preceding sonorant consonants, the positions, and the presence (or absence) of the stress, of the syllable where /ju/ occurs. The results are as follows: 1) the deletion of /j/ depends on the sonorant consonant which /ju/ follows, the position where it occurs, and the presence of the stress which /ju/ bears; 2) though the influence of the sonorant consonants is strong, the position and stress also have non-trivial effect on the deletion of /j/, that is, the word-initial syllable and the stressed syllable prefer the deletion of /j/, and word-medial and unstressed syllable usually retain /j/; 3) the stress and position factors play their own roles even in the context where the effect of /n, l, r/ is dominant.

• Korean Business Review
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• v.5
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• pp.241-274
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• 1992

General American English(=A.E.) has conservative elements as well as progressive elements. A.E. and B.E. are languages which have more similarities than differances. In this paper. I studied the process of English progress before the A.E. had come into being, and the historical background and the cahristics of A.E. coming into being. Considering the differences between A.E. and B.E. from spelling, pronunciation, vocabulary and grammar, I can give the outline as follows. A spelling 1. B.E. : au, ou $${\rightarrow}$$A.E. : a, o 2. B.E. : e $${\rightarrow}$$A.E. : i 3. B.E. : $${\ae}$$ oe $${\rightarrow}$$A.E. : e 4. B.E. : our $${\rightarrow}$$A.E. : or 5. B.E. : re $${\rightarrow}$$A.E. : er B. pronunciation 1. B.E. : [e] $${\rightarrow}$$A.E. : [i], [e], $$[\partial]$$ 2. B.E. : [a] $${\rightarrow}$$A.E. : 3. B.E. : [i(:)] $${\rightarrow}$$A.E. : [ai], $$[\partial]$$, $$[{\varepsilon}]$$ 4. B.E. : $$[{\ae}]$$ $${\rightarrow}$$A.E. : [e], [c] 5. B.E. : [ai] $${\rightarrow}$$A.E. : $$[{\ae}]$$, [e] 6. B.E. : [c] $${\rightarrow}$$A.E. : [e], [a], [o] 7. In case of "Vowel+[t]+Vowel", [t] is pronounced into [d] or [r] 8. In case of "-nt", [t] becomes a mute. 9. [t]+[j, l, m, n, r, u, or, w] $${\rightarrow}$$A.E. : [?] (=glottal stop) 10. B.E. : [w] $${\rightarrow}$$A.E. : [hw] 11. B.E. : [Voiceless consonants], [Voiced consonants] $${\leftarrow}$$A.E. : [Voiced consonants], [Voiceless consonants] C. Vocabulary The historical background and geographical conditions of those days caused lots of new compounds and neologies. D. Grammar Though we use "of" to indicate the possessive case of inanimate object, -s genitive is used in A.E. In the perfect tense, "have" is often omitted and also auxiliary verb "will" is used in any case

• Annual Conference on Human and Language Technology
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• 2007.10a
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• pp.210-215
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• 2007

본 연구에서는 코퍼스 확률에 기반하여 한국어 표준 발음 생성에 대한 연구를 한다. 기존의 이은영 외 (2005)에서 연구된 규칙기반의 한국어 IPA 발음 변환방식과는 달리 본 연구에서는 음운변환 코퍼스를 바탕으로 표준발음을 변환한다. 이 방식을 위해서 Brill(1995)에서 제안한 변형기반 학습방식이 활용되었으며, 단계적인 처리방식이 아닌 입-출력 대응 방식의 확률적 처리 방식이 제안되었다. 음운변환 방식은 음운규칙에 근거한 처리가 아닌 언어자원인 코퍼스를 활용해서 처리하였다는 점에서 기존의 연구방식과 차이가 있다. 또한, 기존 연구에서는 음운규칙을 단계적으로 적용하여서 입력형이 출력형으로 도출되기 위해서 여러 단계를 거쳤지만, 본 연구에서는 입력형과 출력형의 일대일 대응이라는 점에서 차이점을 보인다.