• 한국영어학회지:영어학
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• 제2권4호
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• pp.555-574
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• 2002

This study concerns the constraints of English Poetic Meter. In English poems, the metrical pattern doesn't always match the linguistic stress on the lines. These mismatches are found differently among the poets. For the lexical stress mismatched with the weak metrical position, W⇒ Strength is established by the concept of the strong syllable. The peaks of monosyllabic words mismatched with the weak metrical position are divided according to which side of the boundary of a phonological domain they are adjacent to. Adjacency Constraint I is suggested for the mismatched peak which is adjacent to the left boundary of a phonological domain; /sup */Peak] and Adjacency ConstraintⅡ for the mismatched peak which is adjacent to the right boundary of a phonological domain. These constraints are various according to the poets (Pope, Milton and Shakespeare) : /sup */[Peak [-stress], /sup */W⇒ Strength and /sup */Peak] in Pope; /sup */[+stress][Peak[-stress] and /sup */Peak] in Milton; /sup */[ +stress][Peak[-stress], /sup */W⇒Strength and Adjacency ConstraintⅡ in Shakespeare.

• 음성과학
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• 제5권2호
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• pp.57-75
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• 1999

The purpose of this paper is to develop an English prosody training system using PC for Korean learners of English. The program is called Intonation Training Tool (ITT). It operates on DOS 5.0. The hardware for this program requires over IBM PC 386 with 4 MBytes main memory, SVGA (1 MByte or more) for graphic, soundblaster 16 and over 14 inch monitor size. The ITT program operates this way: the learners can listen as well as see the English teacher's stress and intonation patterns on the monitor. The learner practices the same patterns with a microphone. This program facilitates the learner's stress and intonation patterns to overlap the teacher's patterns. The learner can find his/her stress and intonation errors and correct these independently. This program is expected to be a highly efficient learning tool for Korean learners of English in their English prosody training in the English class without the aid of a native English speaker in the classroom.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2002년도 11월 학술대회지
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• pp.169-172
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• 2002

English is one of the stress-timed languages and has much more dynamic rhythm, stress and the tendency toward the isochronism of stressed syllables. It goes with various English utterance restructuring, irrespective of the pauses by syntactic boundaries, and post-lexically phonological phenomena. Specifically in the real speech acts, the natural utterances of fluent speakers or the broadcasting speech cause much more various English restructuring and phonological phenomena. This has been an obstacle for students in speaking fluent English and understanding normal speech. Therefore, this study tried to focus the most problematic factor in English speaking and listening difficulty on English restructuring and post-lexically phonological phenomena caused by stress-timed rhythm and, second, to point out the importance of teaching English rhythm bearing that in mind.

• 영어어문교육
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• 제10권3호
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• pp.159-175
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• 2004

This paper investigated the types of errors on English pronunciation and intelligibility of Korean EFL students, and the relationship between the pronunciation accuracy and intelligibility. Thirty one students were evaluated by six English native speakers in terms of overall intelligibility and accuracy In five areas such as nuclear stress, word stress, syllable structure, consonants and vowels. According to the findings of the study, pronunciation errors were made by the subjects more frequently In word stress than any other area of pronunciation accuracy. The Pearson correlation analysis showed that intelligibility was related with word stress, syllable structure, consonants and vowels, and the stepwise multiple regression analysis indicated that, among the above five areas of pronunciation accuracy, word stress best accounted for the intelligibility of a given sentence. In the conclusion, the importance of teaching pronunciation of in those five areas with a special focus on word stress was emphasized m terms of intelligibility.

• 말소리와 음성과학
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• 제11권4호
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• pp.71-79
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• 2019

This study aims to investigate the rhythmic patterns in the English speech produced by Chinese learners of English who learn English as a foreign language (EFL learners). Utilizing interval-based rhythm metrics, namely, VarcoC, VarcoV, nPVI-C, nPVI-V, and %V, the study compared the rhythmic differences in English speech between ten native speakers from the United States and forty Chinese EFL learners from mainland China. A sentence elicitation task consisting of thirty picture prompts and corresponding thirty stimuli sentences with at least five vocalic and four consonantal intervals was conducted. Statistical results reveal that both Chinese advanced learners and beginners had significantly lower degree of stress-timed in their English speech, indicating that the acquisition of the L2 speech rhythm was influenced by the learners' L1 rhythmic pattern. In addition, the results also show that the Chinese advanced learners had significantly higher degree of stress-timed in their English speech than beginners and showed no significant difference with native speakers in VarcoC and nPVI-C. These results indicate that the direction of L2 speech rhythm development was from more syllable-timed to more stress-timed.

• 음성과학
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• 제9권4호
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• pp.165-173
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• 2002

Strong compression effects in a stressed vowel due to the addition of syllables have been adopted as evidence for stress-timing. In relation to this, Yun (2002) investigated the compression effects of number of syllables on Korean vowel. The results generally revealed that Korean had neither significant nor consistent anticipatory or backwards compression effects, especially when it came to the sentence level. This led us to claim that Korean would not be a stress-timed language. But the language investigated in the study was only Korean, and further cross-linguistic research was needed to confirm the claim. In this study, Yun's (2002) sentence level data are compared with Fowler's (1981) English data. The comparison reveals that Korean seems to be similar to English in the backwards compression effect, whereas the two languages are markedly different in the anticipatory compression effect. Thus, if English is a stress-timed language and the strong anticipatory compression effect is evidence in favour of stress-timing as is claimed, the present cross-linguistic study confirms Yun's (2002) suggestion-Korean is unlikely to be stress-timed. On the other hand, compression effects are revisited: the differences in vowel compression between English and Korean are discussed from the syntactic and phonological points of view.

• 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.

• 말소리와 음성과학
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• 제16권3호
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• pp.33-38
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• 2024

The present study investigated the perceptual cues utilized by Korean L2 learners of English in recognizing lexical stress in English nonwords, with a focus on the roles of fundamental frequency (F0) and duration. Twenty-three Korean learners of English participated in a sequence recall task involving nonword stimuli under five different conditions: (1) the naturally-produced stimuli, (2) the duration-only condition, (3) the F0-only condition, (4) the duration-F0 matching condition, and (5) the duration-F0 conflicting condition. The results demonstrate that F0 is the primary cue for stress perception among Korean L2 learners, whereas duration acts as a secondary cue, particularly when F0 is unreliable or absent. These findings highlight the influence of L1 prosodic structures on L2 perception and suggest that Korean L2 learners adapt their perceptual weighting of stress based on cue availability. This study contributes to the understanding of the role of cue weighting in L2 prosodic acquisition.

• 음성과학
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• 제12권4호
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• pp.95-112
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• 2005

We investigate Korean learners' speech-timing of English before and after instruction in comparison with native speech, in an attempt to resolve disagreements in the literature as to whether speech-timing is measurable (Lehiste, 1977; Roach, 1982; Dauer, 1983 vs. Low et al., 2000; Yun 2002; Jian, 2004). We measured the pair-wise variability between the adjacent stressed and unstressed syllables within a foot as well as that among adjacent feet in approximately 555 English sentences, which were read by 29 native speakers and 41 Korean learners in the intermediate proficiency level. The results show that in comparison with native American English, Korean learner speech is before instruction significantly (p<.001) smaller for the pair-wise variability between the adjacent stressed and unstressed syllables within a foot; and significantly (p=.01) bigger for the variability among adjacent feet within the utterance. The learner speech after instruction showed significant (p=.01) improvement in the pair-wise variability of syllable sequence toward native speech values. The variability among adjacent feet was progressively smaller for learner speech before and after instruction and for native speech (p=.03). We thus conclude that the speech timing difference between Korean English and American English is measurable in terms of the duration. of stressed and unstressed syllables and that the latter is stress-timed and the former is syllable-timing interfered.

• 음성과학
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• 제12권4호
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• pp.153-166
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• 2005

This paper attempts to examine the accent implementation and perception of noun phrases and compound nouns in English sentences, arguing that primary stress of noun phrase and compound noun is realized in relative prominence in intonation. The production test examines how the stress patterns of the noun phrases and compound nouns are realized in intonation of the English native speakers' utterances. The perception test investigates English and Korean listeners' comprehension of the intonation of the noun phrases and compound nouns. And the results of this experimental study show that speakers and listeners produce and perceive the primary stress as a relatively prominent accent even if in contrast of English listeners, Korean learners have difficulty in using the cue of pitch accent location and figuring out compound nouns and noun phrases.