• Proceedings of the KSPS conference
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• 2000.07a
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• pp.105-116
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• 2000

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

• Phonetics and Speech Sciences
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• v.6 no.1
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• pp.47-58
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• 2014

The purpose of this paper is to find out how Korean speakers' speech production in English word boundaries differs from English speakers' and to account for what bring about such differences. Seeing two consecutive words as one single cluster, the English speakers generally pronounce them naturally by linking a word-final consonant of the first word with a word-initial vowel of the second word, while this is not the case with most of the Korean speakers; they read the two consecutive words individually. In consequence, phonological processes such as resyllabification and aspiration can be found in the English speakers' word-boundary production, while glottalization, and unreleased stops are rather common phonological process seen in the Korean speakers' word-boundary production. This may be accounted for by Korean speakers' L1 interference, depending on English proficiency.

• MALSORI
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• no.31_32
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• pp.195-205
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• 1996

The aim of this paper is to describe the prosodic structure of Korean related to the syllable duration varying with its positional difference. An attempt is made in this study to analyze and describe the concrete correlation between the syllable lengthening and its position in the utterance at the initial and final positions. Using the syllable [na] at the final and initial position of a prosodic phrase in the Korean version of 'the North Wind and the Sun', it has found that the ratio of phrase final versus phrase initial syllable lengthening was approximately 1.8:1 for 4 subjects taking part in the test. In the case of nonsense data, we found that the ratio was approximately 1.6:1 for 2 out of 3 subjects. The results of this study might indicate that Korean tends to have a high rate of final lengthening. We can tentatively classify it, therefore, as a stress-timed language. Still, there is no denying that further studies should be done before we can be absolutely certain about the classification of languages along the dichotomy scale.

• Proceedings of the Acoustical Society of Korea Conference
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• 1994.06c
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• pp.323-327
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• 1994

There have been three contrastive claims over the classification of Korean. To answer the classification question, timing variables which would determine the durations of syllable, word and foot were investigated with various words either in isolation or in sentence contexts using Soundcoup/16 on Macintosh P.C., and a total of 284 utterances, obtained from six Korean speakers, were used. It was found 1) that the durational pattern for words tended to maintain in utterances, regardless of position , subjects and dialects 2) that the syllable duration was determined both by the types of phoneme and by the number of phonemes, the word duration both by the syllable complexity and by the number of syllables, and the foot duration by the word complexity, 3) that there was a constractive relationship between foot length in syllables and foot duration and 4) that the foot duration varied generally with word complexity if the same word did not occur both in the first foot and in the second foot. On the basis of these, it was concluded that Korean is a word timed language where, all else being equal, including tempo, emphasis, etc., the inherent durational pattern for words tends to maintain in utterances. The main difference between stress timing, syllable timing and word timing were also discussed.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.257-257
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• 1997

우리 나라에서 초등영어 교육이 실시되는 연령층이 언어습득 분야에 있어 그렇게 일찍 언어학습을 시작하는 것이 학습효율성의 측면 또는 언어숙달도 측면에서 과연 이로운지에 관해서는 학자들간에 아직도 논쟁의 여지가 많다. 피아제의 인지발달론에 의하면, 의식적 조작이 잘 이루어지지 않는 분야가 바로 발 음분야이기 때문에, 따라서 의식적 조작이 이루어지는 '형식적 조작기'이전인 10-11세 정도에서부터 음성언어 중심의 외국어 교육을 실시하는 것이 바람직하다고 본다. 따라서 듣기와 말하기의 기능에 주안점을 둔 초등영어 교육은 감각과 놀이, 게임, 노래나 챈트 둥으로 흥미를 지속시키면서, 영어의 특질인 강세박자리듬언어(stress-timed rhythm language)의 특성올 초창기부터 듣기 및 말하기 훈련으로 지속적으로 연습시킬 필요가 있다고 본다. 또한 James Asher가 창안한 교수법인 천신반용볍(Total Physical Response)도 초기에 말하기에 대한 부담감 없이 흥미 있는 활동을 통하여 학습동기를 높여줄 수 있는 장점을 지니고 었다. 뿐만 아니라, 청취단계에 있어서 초기에는 귀로들은 외국어를 무조건 기억하지 않고 즉각적인 인지로 끌어내어, 점차 이와 같은 인지훈련을 반복함으로써 결국에는 기억에까지 도달하려 하는 초기학습에 중한 역할을 차지하는 학습법이다. 음성학적인 측면에서 초동영어 교육의 시작단계인 3학년에서는 특히 분절음소 차원에서 영어의 자,모음이 우리말의 자,모음과는 다르다는 차이점을 배우게 되고, 초분절 음소 중에서는 강세와 리듬의 차이를 자연스럽게 습득할 수 있도록 정확한 발음을 들려주어 정확한 발음을 해 낼 수 있도록 훈련하는 것이 중요하다고 하겠다. 하지만, 한편으로는 제6차 교육과정의 영어교육 목표가 언어의 '정확성'보다는 '유창성' 에 그 목표를 두고 있는 점을 감안한다면, 시작단계부터 반드시 정확한 발음을 지녀야 하는 가의 문제도 생각해 볼 필요가 있다. 경우에 따라서는, 정확한 발음은 그 언어에 대한 숙련도가 점차 높아짐에 따라 이와 병행하여 이루어지는 경우도 흔히 경험하는 일이기 때문이다. 결국 초등영어 교육과정에도 명시되어 있듯이 '...영어에 대한 친숙함과 자신감을 심어주고, 영어에 대한 흥미와 관심을 지속적으로 유지시키는 것이 중요하기' 때문에 무엇보다 중요한 측면은 흥미와 관심을 유지시키는 지적인 학습활동보다는 정의적인 학습활동의 전개가 필요하다고 하겠다.