• 한국영어학회지:영어학
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• 제3권2호
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• pp.211-231
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• 2003

The study of English words in terms of etymology has a long history, going back over 110 years since Murray et al. (1884). Scholars have therefore had lots of time to gather all kind of information on the origin of English words. In fact, Modern English is the product of a long and complex process of historical developments from a great diversity of sources. The origins and development of English words meaning ‘a vessel for washing, a bath or a toilet’ are traced from Old English to the twentieth century in this paper in terms of the semantic and/or conceptual categories of the words with their particular senses. We conclude this paper with a brief discussion of how the teaching of English words can give some feedback to both teachers and students under the circumstances of English education in Korea and/or how we come to a better understanding of this charming field of English etymology in its own right.

• 영어어문교육
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• 제10권2호
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• pp.89-111
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• 2004

The purpose of this article is to study the effect of finger play teaching method on the reproduction of children's English words. The hypotheses are as follows: 1) there will be the difference of the reproduction of children's English words between the experimental group(that is taught by finger play teaching method) and the controlled group (that is taught by only oral teaching method). 2) there will be the difference of children's retention capacity of reproducing English words between the experimental group and the controlled group, The researcher made the time series data The measure tool was the check list for reproduction test of children's English words that was made by Run-Soon Oh and J. Eden(2004). The researcher analyzed the data using the Repeated Measures ANOVA and the Analysis of Covariance. The findings of research are as follows: 1) the more the frequency of teaching increases, the more there are the difference of reproducing English words according to frequencies and groups. The reproduction capacity of the experimental group is better than that of the controlled group. A degree of statistical significance is p<.001. 2) The difference of retention capacity of reproducing English words between the experimental group and the controlled group is a statistical significant, p<.05. The experimental group is better than the controlled group.

• 한국콘텐츠학회논문지
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• 제20권11호
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• pp.378-390
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• 2020

영어 강세는 발화된 영어 단어를 이해하는 데 상당히 중요한 역할을 하며 잘못된 강세의 위치는 의사소통의 실패로 이어질 수 있다. 강세가 없는 것으로 알려진 한국어를 모국어로 둔 영어 학습자는 영어 운율체계를 습득하는 데 어려움을 겪을 것으로 예상된다. 본 연구는 한국어가 단어 수준에서 이러한 강세를 실현하는 것이 영어와 어떻게 다른지 그리고 한국인 영어 학습자의 중간언어가 이 두 언어와 어떻게 다른지 연구하였다. 다음 절로 이루어진 4개의 영어 외래어와 그들의 영어 원어 4개가 실험단어로 사용되었다. 10명의 영어 원어민이 영어 원어를 읽었으며 10명의 한국인 영어 학습자가 먼저 영어 외래어를 한국어로 그리고 나중에는 영어 원어를 영어로 읽었다. 120개의 발화 샘플을 분석한 결과 한국어에는 모든 강세 자질로 (즉, 조음 길이, 조음 크기, 조음의 높이) 실현되는 두드러진 음절이 없었다. 반면에 영어는 모든 강세 자질에 의해 일관되게 실현되는 상대적으로 두드러진 음절을 가지고 있었다. 흥미롭게도 영어 강세 실현에 있어 한국인 영어 학습자의 중간언어는 모국어보다도 영어와 비슷한 특징을 보여 주었다.

• 말소리와 음성과학
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• 제11권4호
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• pp.1-8
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• 2019

This study aims to investigate how prosodic prominence is perceived in relation to word class information (or parts-of-speech) by Korean learners of English compared with native English speakers in public speech. Two groups, Korean learners of English and native English speakers, were asked to judge words perceived as prominent simultaneously while listening to a speech. Parts-of-speech and three acoustic cues (i.e., max F0, mean phone duration, and mean intensity) were analyzed for each word in the speech. The results showed that content words tended to be higher in pitch and longer in duration than function words. Both groups of listeners rated prominence on content words more frequently than on function words. This tendency, however, was significantly greater for Korean learners of English than for native English speakers. Among the parts-of-speech of the content words, Korean learners of English were more likely than native English speakers to judge nouns and verbs as prominent. This study presents evidence that Korean learners of English consider most, if not all, content words as landing locations of prosodic prominence, in alignment with the previous study on the production of prominence.

• 한국영어학회지:영어학
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• 제2권1호
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• pp.53-76
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• 2002

This paper aims to review Hammond's (1999) analysis of English word stress and propose an alternative by exploring two questions: Why English words display flexible stress patterns and what are the conditions all English words have to obey. As answers to the questions I propose an invisible suffix after words with final stress, foot structures with two levels, and four constraints, two of them are attained by revision of Hammond's. As long as words satisfy the constraints, more than one foot structures are allowed. That is why the English lexicon displays flexibility.

• 대한의용생체공학회:의공학회지
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• 제29권4호
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• pp.272-277
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• 2008

Functional MRI technique was used in this study for examining the language switching mechanisms between the first language (L1) and the second language (L2). Language switching mechanism is regarded as a complex task that involves an interaction between L1 and L2. The aim of study is to find out the brain activation patterns during the phonological process of reading real English words and English words written in Korean characters in a bilingual person. Korean-English bilingual subjects were examined while they covertly read four types of words native Korean words, Korean words of a foreign origin, English words written in Korean characters, and English words. The fMRI results reveal that the left hemispheric language-related regions at the brain, such as the left inferior frontal, superior temporal, and parietal cortices, have a greater response to the presentation of English words written in Korean characters than for the other types of words, in addition, a slight difference was observed in the occipital-temporal lobe. These results suggest that a change in the brain circuitry underlying the relational processes of language switching is mainly associated with general executive processing system in the left prefrontal cortex rather than with a similarity-based processing system in the occipital-temporal lobes.

• 말소리와 음성과학
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• 제8권2호
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• pp.11-16
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• 2016

This study explores the phoneme distribution and syllable structure of entry words in the CMU English Pronouncing Dictionary to provide phoneticians and linguists with fundamental phonetic data on English word components. Entry words in the dictionary file were syllabified using an R script and examined to obtain the following results: First, English words preferred consonants to vowels in their word components. In addition, monophthongs occurred much more frequently than diphthongs. When all consonants were categorized by manner and place, the distribution indicated the frequency order of stops, fricatives, and nasals according to manner and that of alveolars, bilabials and velars according to place. These results were comparable to the results obtained from the Buckeye Corpus (Yang, 2012). Second, from the analysis of syllable structure, two-syllable words were most favored, followed by three- and one-syllable words. Of the words in the dictionary, 92.7% consisted of one, two or three syllables. This result may be related to human memory or decoding time. Third, the English words tended to exhibit discord between onset and coda consonants and between adjacent vowels. Dissimilarity between the last onset and the first coda was found in 93.3% of the syllables, while 91.6% of the adjacent vowels were different. From the results above, the author concludes that an analysis of the phonetic symbols in a dictionary may lead to a deeper understanding of English word structures and components.

• 영어어문교육
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• 제17권4호
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• pp.193-206
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• 2011

The purpose of the study is to examine the use of emotion vocabulary by Korean English learners. Three basic emotion fields, pleasure, anger, and fear were selected to elicit the participants' responses. L1 English speakers' data was also collected for comparison. The major results are as follows. First, English learners responded with various inappropriate verb forms like I feel~, I am~ while the majority of English native speaking teachers responded with subjunctive forms like I would feel~. In addition, L2 English learners used mostly simple and coordination sentences. Second, the lexical richness, measured through type/token ratio, was higher in English L1 data than in English L2 data. The proportion of emotion lemmas reflects the lexical richness or the diversity of the emotion words. Lastly, L2 English learners' responses focused on a few typical adjectives like happy, angry and scared. This structural and semantic distinctiveness of Korean English learners' emotion words was discussed from pedagogical perspectives.

• 말소리와 음성과학
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• 제10권2호
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• pp.1-6
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• 2018

The current study aimed to investigate the transfer of English word stress rules to the production of Korean trisyllabic words by L1 English learners of Korean. It compared English and Korean speakers' productions of seven Korean words from the corpus L2KSC (Rhee et al., 2005). To this end, it analyzed the syllable duration, intensity, and pitch. The results showed that English and Korean speakers' pronunciations differed markedly in duration and intensity. English learners produced word-initial syllables of greater intensity than Korean speakers, while Korean speakers produced word-final syllables of longer duration than English learners. However, these differences between the two speaker groups were not related to the expected L1 transfer. The tonal patterns produced by English and Korean speakers were similar, reflecting L1 English speakers' learning of the L2 Korean prosodic system.

• 영어어문교육
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• 제10권3호
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• pp.177-190
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• 2004

The purpose of this paper IS to investigate the aspects of errors of English stress by Korean students. In this experimental study, 17 students participated and read 120 words which are divided into three types-the beginning, the middle, and the advanced-according to the level of words. As a result of acoustical judgement, there were a greater number of errors In the advanced level of words, and the more syllables the words have, the more errors occurred, tins means Korean students who learn English as a second language have trouble realizing the right stress in words with larger numbers of syllables and the more advanced level. Furthermore it is interesting that Korean students imposed the primary stress on the second syllable when producing words with stress in the first, third and forth syllables.