• Annual Conference on Human and Language Technology
• /
• 2005.10a
• /
• pp.139-144
• /
• 2005

When a Japanese learner in Korea tries to find Japanese dictionary, he must know the pronunciation of the target word. But it's not easy to know the pronunciation of target word from Japanese sentence. Because most of general Japanese sentence shows only HanJa(Chinese character) instead of Kana(Japanese alphabet). If the Japanese learner knows the Korean traditional pronunciation of the target word, he can input the word to electronic Japanese dictionary with the Korean pronunciation. For this solution, the dictionary service provider must convert the Japanese word to Korean pronunciation, in advance. After setting of the conversions as a additional searching process, we can find the target word through Korean pronunciation of the Japanese HanJa, This process is possible for the three reasons below, 1. Korean, Japanese and Chinese are using the nearly same HanJa. The difference is small. 2. Most Japanese learner in Korea, knows the Korean pronunciation of the HanJa. 3. The Korean pronunciation of the HanJa is nearly unique, a HanJa has a Korean pronunciation, generally.

• Language Facts and Perspectives
• /
• v.44
• /
• pp.357-397
• /
• 2018

The purpose of this paper is to investigate the phonemic errors in Korean learner's spoken corpus. Through this, we tried to investigate the common errors and the errors in certain languages. The results of the analysis were as follows. First, Errors that distinguish three phonemes(plain sound, tense sound, aspiration sound) were high in all languages. In the middle phonemes, the most common errors in pronouncing 'ㅓ' in all languages. Second, the errors of each language are different. Comparing the ratios by position, Chinese characters had the most common errors with 50% in final phoneme, and the Japanese language showed equal errors in initial, middle, and end. In English, initial phoneme errors accounted for 58%. Vietnamese Learners showed intensive errors in the initial and final phoneme. Third, in addition to the phoneme errors, we also examined the allophone errors and foreign language pronunciation errors. The allophone errors are mainly concentrated in 'ㄹ', ​​and the pronunciation of the foreign language is mainly used in the source language or the native language of the learners. This paper analyzes the phoneme errors in the Learner's spoken language through the spoken corpus data with representative and annotation consistency. Through this study, we could compare the difference of phoneme errors of Main Korean learners.

• Speech Sciences
• /
• v.14 no.1
• /
• pp.93-103
• /
• 2007

The aims of this study were to examine the acoustic features of Korean and Japanese vowels, and to determine whether new phones that do not have counterparts in Japanese or similar phones that have counterparts improve more from learning. This study consisted of three parts. In Experiment I, a speech production test was performed to observe the acoustic features of Korean and Japanese vowels. In Experiment II, the speech production of Korean vowels produced by Koreans, advanced Japanese learners of Korean, and beginning Japanese learners of Korean was investigated. In Experiment III, a speech perception study of Korean vowels produced by the two Japanese learner groups was conducted to observe the effect of learning on acquiring L2 phones. The conclusion drawn from the study was that the similar phones produced by Japanese show more similarity with those of Koreans than new phones in terms of F1 and F2, but Japanese learners of Korean displayed more improvement in new phones from learning.

• Phonetics and Speech Sciences
• /
• v.6 no.4
• /
• pp.101-108
• /
• 2014

This study investigates the effects of Japanese learners' Korean segmental production on pronunciation evaluation by Korean native raters. Read speech from 24 learners whose native language is Japanese are transcribed at the phonemic level, and confusion matrices are generated based on the phonemic transcriptions. The deviance from the canonical pronunciation found in the learners' speech is analyzed in terms of phoneme substitutions, vowel insertions, and consonant deletions. Each learner's pronunciation is rated impressionistically by 5 Korean native raters. The result shows that the deviance from the canonical pronunciation is strongly correlated with the pronunciation evaluation scores. Especially, the rates of phoneme substitutions and vowel insertions which are very strongly correlated with the pronunciation evaluation scores.

• Phonetics and Speech Sciences
• /
• v.10 no.1
• /
• pp.9-14
• /
• 2018

This study compared the relative contributions of intensity, F0, duration and vowel spectra of L2 English lexical stress by Japanese and Korean learners of English. Recordings of Japanese, Korean and native English speakers reading eighteen 2 to 4 syllable words in a carrier sentence were analyzed using multiple regression to investigate the influence of each acoustic correlate in determining whether a vowel was stressed. The relative contribution of each correlate was calculated by converting the coefficients to percentages. The Japanese learner group showed phonological transfer of L1 phonology to L2 lexical prosody and relied mostly on F0 and duration in manifesting L2 English stress. This is consistent with the results of the previous studies. However, advanced Japanese speakers in the group showed less reliance on F0, and more use of intensity, which is another parameter used in native English stress accents. On the other hand, there was little influence of F0 on L2 English stress by the Korean learners, probably due to the transfer of the Korean intonation pattern to L2 English prosody. Hence, this study shows that L1 transfer happens at the prosodic level for Japanese learners of English and at the intonational level for Korean learners.

• Proceedings of the Korean Society for Language and Information Conference
• /
• 2007.11a
• /
• pp.471-480
• /
• 2007

Japanese does not exhibit deontic-epistemic polysemy which is recognized among typologically different languages. Hence, in Japanese linguistics, it has been debated which of the two types of modality is more prototypical. This study brings Chinese learner's acquisition data of Japanese modality to bear on the question of which of the two types of modality is more prototypical, using the Competition Model (Bates and MacWhinney 1981). The Competition Model notion of 'cues' as processing strategy adopted by learners reveals the continuity/discontinuity between these two modality domains.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.7-16
• /
• 2000

It is a great honour for me to speak to you today on the Korean's problems in learning English pronunciation. First of all I would like to thank Prof. H. B. Lee, President of the Phonetic Society of Korea for calling upon me to make a keynote speech at this International Conference on Phonetic Sciences. The year before last when the 1 st Joint Summit on English Phonetics was held at Aichi Gakuin University in Japan, the warm hospitality given to me and my colleagues by the English Phonetic Society of Japan was so great that I would like to take this opportunity to express my sincere gratitude to the members of the English Phonetic Society of Japan and especially to Prof. Masaki Tsuzuki, President of the Society. Korean learners of English have a lot of problems in learning English pronunciation. Some vowel problems seem to be shared by Japanese learners but other problems, especially in consonants, are peculiar to Koreans owing to the nature of phonological rules peculiar to the Korean language. Of course, there are other important problems like speech rhythm and intonation besides vowels and consonants. But they will not be included here because of limited time.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.220-234
• /
• 2000

This paper focuses on how and where to set learner goals in English phonetic education in Japan, especially at the threshold level, and on what components are necessary to achieve them both from practical and theoretical perspectives. It first describes some issues mainly through the speaker's own teaching plan and a literature review of various researchers such as Morley (1991), Kajima (1989), Porcaro (1999), Matsul (1996), Lambacher (1995, 1996), Dalton and Seidlhofer (1994), and Murphy (1991). By comparing and analyzing these and other researchers, the speaker tries to set and elucidate reasonable and achievable goals for students to attain intelligibility for comprehensible communicative output. The paper then suggests detailed components that form an essential part of desirable pronunciation teaching plan in order to realize a well-balanced curriculum between segmental and suprasegmental aspects.

• Proceedings of the KSPS conference
• /
• 1997.07a
• /
• pp.11-25
• /
• 1997

This presentation will focus on building basic English Prosodic Skills which are very useful and helpful for Japanese learners of English. The focus first will be on recognizing the seven basic nuclear tones, analysing intonation structures, distinguishing intonation patterns and then on the way of improving speaking ability using sufficient verbal contents of intonation (mini-dialogue). My presentation deals mainly with some difficulties which Japanese learners of English have in the field of RP intonation, It is chiefly concerned with identifying, describing and analysing tone-group sequences. It sometimes happens that Japanese learners of English can pronounce isolated bounds correctly and read phonetic symbols sufficiently, bet have difficult problems in carrying out accurate prosodic features. The use of wrong intonation is sometimes the cause of misunderstanding of speaker's attitude, connotation and shades of meaning, etc.. However accurately students can pronounce the nuclear tone or tone-group of English, they have to learn how to connect tone-groups properly for suitable sequences in respect to meaning or implication. We are faced with the complicated theory of RF intonation on the one hand and difficult realization of it on the other. Japanese learners of English have special difficulties in employing "rising tune" and "falling + rising tune". If students are taught pitch movements by indicating dots graphically between two horizontal lines, they can easily understand the whole shape of pitch movements. In this presentation, I illuminate several tone-group sequences which are very useful for Japanese learning English intonation. Among them, four similar Pitch Patterns, such as, (1) (equation omitted)- type, (2) (equation omitted) - type, (3) (equation omitted) - type and (4) (Rising Head) (equation omitted)- type are clarified and other important tone-group sequences aye also highlighted from the point of view of teaching English as a foreign language. The intonation theory, tone marks and technical terms are, in all essentials, those of Intonation of Colloquial English by O'Connor, J. D. and Arnold, G. F., Longman, 2nd ed., 1982. The changes of tone are shown graphically between two horizontal lines representing the ordinary high and low zones of the utterance. A.C.Gimson (1981:314) : The intonation of English has been studied in greater detail and for longer than that of any other language. No definitive analysis, classifying the features of RP intonation, has yet appeared (though that presented by O'Connor and Arnold (1973) provides the most comprehensive and useful account from the foreign learner's point of view).

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.353-363
• /
• 2000

The consonant system of English is relatively uniform throughout the English-speaking countries. Accents of English are mainly known to differ in terms of their vowel systems as well as in the phonetic realisations of vowel phonemes. The results of an acoustic study of vowel phonology of Japanese English, Singapore English and Indian English are presented, and an attempt is then made to compare the vowel phonology of these non-native varieties with that of Scottish English and RP. Various native varieties of English are thus shown to differ from each other in major ways, as much, perhaps, as the non-native varieties differ from the native varieties. Nevertheless, native speakers of English appear to be mutually intelligible to a degree that does not extend to non-native varieties. Obviously there are features that various native accents have in common which facilitate their mutual intelligibility, and these features are not shared by non-native accents. It is proposed that the foreign learner adopt certain core features of English in his pronunciation if he is to use English effectively as an international language. The common core that is significant in the communication process will be discussed. In conclusion, some pragmatic implications for the English language education in the new millennium will be articulated.