• 아동학회지
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• 제28권6호
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• pp.17-36
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• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• 한국어교육
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• 제28권4호
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• pp.121-147
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• 2017

This study shows the current management status and the results of B University's multicultural creative-HR team's voice training supporters' preparation course that is part of the local funding project at the university. For this, the concept of voice training and educational contents of the multicultural members are first extracted from several documents. Then, a description of the management case of B University's voice training supporters' education course is given regarding the goals, operator of management, propulsion progress, and contents of previous education. For analyzing the management results of this work, in-depth interviews with the supporters and a half-structured survey are conducted with the voice academy main instructors. Moreover, reports of the work results, work journals of supporters and etc. are used for analyzing the results. According to the results of this analysis, the aspect of education, previous education contents, and teaching practicum are not organically connected. A more detailed curriculum about the comprehension ability of practical affairs is needed for managing a classroom. In aspect of management, the preparatory stage of voice training course and the practice stage were not linked, and thus, more cooperation is required with the main instructors. Although the results are limited, the voice training of the supporters' training course has its implications. First, the education of Korean pronunciation and intonation are provided for the supporters, thereby being able to facilitate learner-centered education. Second, it demonstrates in an empirical case that a class can be administered by specializing in Korean pronunciation and intonation. At last, it can provide a chance to practice teaching and offer field experience for students who have a Korean education major.

• 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.

• 대한음성학회지:말소리
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• 제41호
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• pp.1-18
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• 2001

The purpose of this paper is to slove problems with English pronunciation education and to correct the misbelief that misbelief that English pronunciation can be thught effectiverly by native speakers or good speakers. Best sellers have many mistakes even in the description of sounds and most English education departments in national universities teach English phonetics theoretically only for 1 semester, More than 10 years' investigation into native speakers' and good speakers' teaching methods in various ways confirmed that they couldn't know English phonetics teachers should have a theoretical and practical knowledge of phonetics of English and students' dialects and the abilities to find the same or similar English sounds their students can make in normal or abnormal situations, to make both correct sounds and incorrect ones their students can make and to make them perceive the differences by using various ways.

• International Journal of Advanced Culture Technology
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• 제12권2호
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• pp.151-160
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• 2024

Through the utilization of a contrastive analysis of English consonantal phonemes and their Russian counterparts, the present study investigates the challenges faced by Russian EFL learners in pronouncing English consonantal phonemes, with a particular focus on phoneme substitution errors as a principal source of erroneous pronunciation. We comprehensively explore the characteristics of both the English and Russian consonant systems, highlighting the differences between them. Based on this examination, the study aims to present the detailed articulatory characteristics and phonetic variations of Russian speakers' common mispronunciations or improper substitutes of English consonants, rather than focusing on shared ones between the two languages. Furthermore, it seeks to provide strategies for error correction and effective pedagogical strategies to address specific phonemic challenges and enhance accuracy. Grounded in a comprehensive understanding of the objectives and advantages of comparative analysis within the context of phonemic awareness, the study emphasizes the significant importance of pronunciation instruction. It points out that this area still appears somewhat overlooked in specific EFL teaching situations within the context of English language education.

• 음성과학
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• 제7권3호
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• pp.69-85
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• 2000

Recently, Computer Assisted Language Learning (CALL) received widely held attention from diverse audiences. However, to the author's knowledge, relatively little attention was paid to the educational implications of voice recognition (VR) softwares in language teaching in general, and teaching and learning pronunciation in particular. This study explores, and extends the applicability of VR softwares toward second language research areas addressing how VR softwares might facilitate interview data entering processes. To aid the readers' understanding in this field, the background of classroom interaction research, and the rationale of why interview data, therefore the role of VR softwares, becomes critical in this realm of inquiry will be discussed. VR softwares' development and a brief report on the features of up-to-date VR softwares will be sketched. Finally, suggestions for future studies investigating the impact of VR softwares on second language learning, teaching, and research will be offered.

• 한국콘텐츠학회논문지
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• 제18권4호
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• pp.268-278
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• 2018

본 연구는 한국어 통합 교재를 대상으로 발음 교육의 내용이라고 볼 수 있는 교재에 나오는 음운 체계, 음운 규칙, 발음 기술 및 표기, 그리고 발음 연습 등의 발음 항목들을 비교 분석하는 데에 그 목적이 있다. 또한 분석 결과를 통해 드러난 문제점을 지적하고 이를 위한 개선 방향을 제언하고자 한다. 분석 결과로 나온 발음 내용의 문제점과 개선 방향을 나타내보면, 음운 체계에서는 자음과 모음의 제시 순서가 교재마다 다르게 나타났다. 이를 위해서는 자모의 제시 순서에 대한 표준안이 마련되어야 하는데 교수 가능성 및 학습 용이성은 물론이고 교재 및 학습 목적을 고려해서 표준안을 구성해야 한다. 그리고 음운 체계의 제시방법에서 의사소통 관점과 한국어 억양의 기능을 고려했을 때 억양의 의미와 기능에 대한 기술을 제시할 필요가 있다. 두 번째, 음운 규칙에서도 음운 체계와 마찬가지로 제시 순서가 교재마다 다르게 나왔는데 제시 순서를 정해야 하며 어떤 음운 규칙을 교재에 제시할 것인지가 선행되어야 한다. 음운 규칙을 설명할 때 용어 사용은 가능한 한 하지 않고 필수적이고 공통적인 내용을 기술하도록 해야 한다. 마지막으로, 발음내용의 기타 사항에서는 발음을 위한 예를 단어로 제시하는 점과 다양한 연습문제가 없는 점 등을 문제점으로 지적하였다. 발음 교육을 위해서는 문장이나 대화문으로 제시하고 발음 연습을 위해 다양한 연습과 다른 언어 기능과 연계할 것을 제안하였다.

• 영어어문교육
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• 제15권2호
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• pp.261-280
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• 2009

This study focuses on providing the pedagogical implications of stress in English pronunciation teaching since stress is one the most important characteristic factors in English pronunciation (Bolinger, 1976; Brown, 1994; Celce-Murcia, Brinton & Goodwin, 1996; Kreidler, 1989). The author investigated stress production regarding in terms of duration, pitch, and intensity by a group of native speakers of English and a group of low-proficiency South Kyungsang Korean college students for their pre-test. For both of the pre- and post-test, the same stimuli, which consisted of a one-syllable word, two two-syllable words, three three-syllable words, and three four-syllable words, were used along with the various sentence positions: isolation, initial, medial, and final. Soft ware programs, ALVIN and Praat, were used to record and analyze the data. Since Celce-Murcia et al. (1996), Klatt (1975), and Ladefoged (2001) treat duration of the stressed syllable more significantly than other factors, pitch and intensity, with respect to the listener's point of view, the author developed a special method of teaching English stress using a traditional Korean drum to emphasize duration. In addition, the results from the native speakers' production showed that their main strategy to realize stress was through lengthening stressed syllables. After six weeks of stress instruction using the drum, the production of the native speakers and the SK Korean participants from the pre- and post-test were compared. The results from the post-test indicated that the participants showed great improvement not only in duration but also in pitch after the stress instruction. Pitch improvement was unexpected but well-explained by the statement that long vowels receive accent in loan word adaptation in North Kyungsang Korean. The results also showed that the Korean participants' pitch values became more even in their duration values for each syllable as the structure of the word or the sentence became more complex, due to their dependency upon their L1.

• 재활복지공학회논문지
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• 제11권3호
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• pp.247-252
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• 2017

이 연구의 목적은 SVM 기술에 근거한 시각 보조기에 주로 의존하는 청각 장애인을 위한 영어 모음 발음에 대한 시각 교습 방법을 제안하는데 있다. 귀로 듣기 어려운 소리로부터 SVM 기술을 사용하여 소리 특징을 추출함으로써, 각 모음의 입술 모양이 추출되었다. 모음에 대한 입술 모양의 세련미는 언어 학습자가 발음기의 움직임을 눈으로 쉽게 볼 수 있다는 점에서 유리하며, 청각 장애인을 위한 영어 모음을 학습하고 가르치는 데 유용할 것이다.

• 한국어학
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• 제63권
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• pp.103-132
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• 2014

This study compares various speech rates of Korean learners with those of native Korean. Speech data were collected from 34 native Koreans and 33 Korean learners (19 Chinese and 14 Japanese). Each participant recorded a 9 syllabled Korean sentence at three different speech rate types. A total of 603 speech samples were analyzed by speech rate types (normal, slow, and fast), native languages (Korean, Chinese, Japanese), and learners' proficiency levels (beginner, intermediate, and advanced). We found that learners' L1 background plays a role in categorizing different speech rates in the L2 (Korean), and also that the leaners' proficiency correlates with the increase of speaking rate regardless of speech rate categories. More importantly, faster speech rate values found in the advanced level of learners do not necessarily match to the native speakers' speech rate categories. This means that learning speech rate categories can be more complex than we think of proficiency or fluency. That is, speech rate categories may not be acquired automatically during the course of second language learning, and implicit or explicit exposures to various rate types are necessary for second language learners to acquire a high level of communicative skills including speech rate variation. This paper discusses several pedagogical implications in terms of teaching pronunciation to second language learners.