• 말소리와 음성과학
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• 제6권4호
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• pp.67-77
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• 2014

This study investigated (1) whether Korean learners of English use discourse-level prosody in L2 production as native speakers of English do, and (2) whether discourse-level prosody is also found in the Korean language, as is evident in the prosody of native speakers of English. The study compared the production of the same 15 sentences in two types of reading materials, sentence-level and discourse-level. This study analyzed the onset pitch, sentence mean pitch and pause length to examine the paratone (intonational paragraph) realization in discourse-level speech. The results showed that in L2 discourse-level prosody, the Korean speakers were limited in displaying paratone and did not made significant difference between sentence-level and discourse-level prosody. On the other hand, in L1 discourse-level text, both English and Korean participants demonstrated paratone using pitch. However, there were differences in using prosodic cues between two groups. In using pauses, the ES group paused longer before both the orthographically marked and not marked topic sentences. The KS group paused longer only before the orthographically marked topic sentence in both L1 and L2 text reading. In the comparison of sentence-level and discourse-level prosody, the topic sentences were marked by different prosodic cues. English participants used higher sentence mean pitch, and the Korean participants used higher onset pitch.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2004년도 춘계 학술대회 발표논문집
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• pp.251-255
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• 2004

The purpose of this paper is to examine the effect of using songs for the acquisition of English Prosody in elementary school. For the purpose, 8 classes were chosen to teach songs for four months, and listening tests and reading test were performed for analyzing the effect. The result is as follows : (1) The result of listening test showed that the average scores of the experimental classes were higher than those of comparative classes, and it was more effective in lower grades than in upper grades. (2) In pronunciation tests, the pronunciations of experimental classes were more similar to native speaker's pronunciation that those of comparative classes in intonation, lexical stress and sentence stress. (3) Singing songs repeatedly is more important than learning many songs. It means that to give the chances to sing as many times as possible is advisable for teaching pronunciation.

• 음성과학
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• 제15권4호
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• pp.29-41
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• 2008

The purpose of this paper is to examine how Chinese speakers realize Korean prosodic phrases in the reading of Korean texts. Prosodic phrase, in this study, is defined as basic unit of spoken language which can be perceived as purely separate phonetic unit by both hearer and speaker, and is realized with a coherent intonational configuration. Prosodic phrase plays an important role in both speech production and perception. In the second language acquisition, prosody influences the accuracy and fluency of spoken language. The main purpose of this study is to describe the aspect of syntagmatic operation of prosody that produces prosodic phrases. We have specifically examined the relations between the prosodic phrase's boundary and its syntactic status. Furthermore, we examined internal syntactic structure of each prosodic phrase. And the results of each analysis were compared to the aspects of prosodic phrases' formation produced by native Korean speakers. The results show that Chinese speakers tend to coincide the prosodic phrases with syntactic structure more than native Korean speakers.

• 말소리와 음성과학
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• 제3권4호
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• pp.23-31
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• 2011

This paper examines the production patterns of the acquisition of coda consonants in monosyllabic words in English-speaking children with cochlear implants. The data come from the transcribed speech of children with cochlear implants. This study poses three questions. First, do children with cochlear implants acquire onset consonants earlier than codas? Second, do children's productions have a bimoraic-sized constraint that maintains binary feet? Third, what patterns emerge from production of coda consonants? The results revealed that children with cochlear implants acquire onset consonants earlier than codas. With regard to the bimoraic-sized constraints, the productions of vowel type (i.e., monomoraic and bimoraic) were more accurate for monomoraic vowels than bimoraic ones for some children with cochlear implants, although accuracy in vowel productions showed high proportion regardless of vowel types. The variations of coda production exhibited individual differences. Some children produced less sonorant consonants with high frequency and others produced more sonorant ones. The results of this study were similar to those pertaining to children with normal hearing. In the process of coda consonant acquisition, the error patterns of prosody-sensitive production may be regarded as articulatory challenges to produce higher-level prosodic structures.

• 말소리와 음성과학
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• 제8권4호
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• pp.31-38
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• 2016

The purpose of the current study was to examine the acquisition of the second language prosody by Korean learners of English. Specifically, this study investigated Korean learners' patterns of prosodic phrasing and their use of edge tones (i.e., phrase accents and boundary tones) in English, and then compared the patterns with those of native English speakers. Eight Korean learners and 8 native speakers of English read 5 different English passages. Both groups' patterns of tones and prosodic phrasing were analyzed using the Mainstream American English Tones and Break Indices (MAE_ToBI) transcription conventions. The results indicated that the Korean learners chunked their speech into prosodic phrases more frequently than the native speakers did. This frequent prosodic phrasing pattern was especially noticeable in sentence-internal prosodic phrases, often where there was no punctuation mark. Tonal analyses revealed that the Korean learners put significantly more High phrase accents (H-) on their sentence-internal intermediate phrase boundaries than the native speakers of English. In addition, compared with the native speakers, the Korean learners used significantly more High boundary tones (both H-H% and L-H%) for the sentence-internal intonational phrases, while they used similar proportion of High boundary tones for the sentence-final intonational phrases. Overall, the results suggested that Korean learners of English successfully acquired the meanings and functions of prosodic phrasing and edge tones in English as well as that they are able to efficiently use these prosodic features to convey their own discourse intention.

• 음성과학
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• 제9권1호
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• pp.77-88
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• 2002

Acoustical correlates of stress can be classified as duration, intensity and fundamental frequency. This study examined the acoustical differences in the first two syllables of stressed English words produced by ten American and Korean speakers. The Korean subjects scored very high on the TOEFL. They read at a normal speed a fable from which the acoustical parameters of eight words were analyzed. In order to make the data comparison meaningful, each parameter was collected at 100 dynamic time points proportional to the total duration of the two syllables. Then the ratio of the parameter sum of the first rime to that of the second rime was calculated to determine the relative prominence of the syllables. Results showed that the durations of the first two syllables were almost comparable between the Americans and Koreans. However, statistically significant differences showed up in the diphthong pronunciations and in the words with the second syllable stressed. Also, remarkably high r-squared values were found between pairs of the three acoustical parameters, which suggests that either one or a combination of two or more parameters may account for the prominence of a syllable within a word.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1996년도 10월 학술대회지
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• pp.574-575
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• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.