• 아동학회지
• /
• 제28권6호
• /
• pp.17-36
• /
• 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.

• 영어어문교육
• /
• 제11권4호
• /
• pp.97-120
• /
• 2005

Production and perception of second language sounds are typically influenced by second language learners' native language sounds. In this study we investigate how the Korean language influences Korean speakers' production of English alphabets. In the experiment conducted to prepare for this study 16 native speakers of Korean pronounced English alphabets. Then three native speakers of English evaluated the Korean subjects' pronunciation of them. The results show that the Korean subjects' native language (i.e., Korean) influences their production of the English alphabets. When Korean has sounds corresponding to English alphabets, the English subjects rate the Korean subjects' production of them good. For instance, Korean has voiceless stop phonemes, hence their production of English alphabets was rated good by the English subjects. The Korean subjects' production of English alphabets containing the sounds that do not exist in Korean was rated poor by the English subjects. For instance, Korean does not have voiced fricative phonemes, hence their production of English alphabets was rated poor.

• 말소리와 음성과학
• /
• 제10권2호
• /
• pp.1-6
• /
• 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
• /
• 제17권3호
• /
• pp.255-272
• /
• 2011

As the demand of English education is increasing, the demand for Native English speaking teachers (NEST) is rising, especially in Asian countries. However, due to the low number of NEST, the Korean government is suggesting that Filipino Women be used as English teachers as an alternative. This study aims to answer three questions: (1) are Filipino women in Korea qualified to teach English based on the error analysis of their written essays? (2) what are the linguistic features found in their diagnostic essays? and (3) is their written English better than Korean college students' written English based on the comparison of the two groups? The findings from the Filipino participants show the most frequently occurring errors are related to punctuation usage (commas and hyphens), vocabulary (word choice), verb usage, redundancy, and even as basic as capitalization usage. The results from the comparison of the two groups show that the percentage of the Filipino participants' written error was 14% while the percentage of the Korean participants was 17%. The findings would give us some ideas on the qualification of Filipino women in Korea as English teachers.

• 한국정밀공학회:학술대회논문집
• /
• 한국정밀공학회 2006년도 춘계학술대회 논문집
• /
• pp.21-22
• /
• 2006

Abstract should be written in English using Times New Roman 9pt. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here. Write English abstract here.

• 음성과학
• /
• 제13권4호
• /
• pp.7-21
• /
• 2006

The intent of the present study is to investigate the acoustic properties of Korean /w/ in various phonological contexts, compare them with those of English /w/, and attempt to explain why English /w/'s are perceived differently by Korean speakers depending on the phonological contexts. Experiments 1 and 2 present the acoustic measure of F2 of Korean /w/ in various linguistic positions and show that unlike English /w/, Korean /w/ shows quite a strong coarticulation with the following vowel. Based on these experiments, Experiment 3 investigates why English /w/ is adapted differently into Korean. Specifically, it discusses why English /wain/ is adapted as /wain/ whereas English /twin/ is adapted into Korean as $/t^{h_i}win/$ with an extra vowel. This study argues that the different perception of English /w/ by Korean and English speakers is due to the different F2 transitional pattern of /w/ in Korean and English in various phonological contexts. It also argues that the F2 transitional pattern is an important factor in the perception of /w/.

• 영어어문교육
• /
• 제15권3호
• /
• pp.283-300
• /
• 2009

The purpose of this paper is to suggest a model for an English learning web-site using Korean folktales to stimulate the interest of beginners learning English, (elementary and early middle school ages) and suggest an integrated way of teaching 4 skills. The study first reviews the theoretical and historical backgrounds of storytelling using Korean folk tale, WBI (Web Based Learning), and learner-centered learning. Storytelling using Korean folk tale is an interactive way of teaching English through the use of words and actions from Korean traditional culture. The students can take pride in their own culture while learning a foreign language since they are familiar with the stories and the culture. Nowadays multicultural education is one of the big features of global education. Therefore there are benefits of studying English through Korean folktales. The websites can help students learn English ubiquitously with a learner-centered focus. For the study, we analyzed several digital English storytelling websites. The paper concludes that digital English story books need to improve their interactive ways of teaching for more effective learning. The authors created an integrated English learning website model using Korean folktales for beginners. We hope to introduce this type of learning through the website for higher level students in middle school. Further study should be conducted in order to make the websites more meaningful and useful for Korean students learning English.

• 영어어문교육
• /
• 제13권4호
• /
• pp.127-152
• /
• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• 음성과학
• /
• 제8권4호
• /
• pp.171-184
• /
• 2001

American English vowels and Korean vowels were compared by the plotformant method. For American English vowels, six General American English speakers pronounced English words in the b_t environment. For Korean vowels eight Kyongsang dialect speakers and eight Seoul dialect speakers pronounced Korean words in the environments of k_t, p_t and t_t. The formant plots were obtained by plotting F1/F2 tokens of 13 American English vowels on the F1xF2 plane. In spite of personal variations the 13 vowel spaces of all six American English speakers maintained their relative positions with some overlaps. Clear distinctions were made between i-I, e-$\varepsilon$, u-$\sigma$, and o-c. The domain of c and $\alpha$ overlapped for three American English speakers, but it did not for three other speakers. The 8 Korean vowel spaces of Kyongsang dialect speakers and Seoul dialect speakers were very similar and maintained their relative positions. No distinction was made between e and $\varepsilon$. In contrast with American English e which is a neutral vowel, Korean e was a back vowel. The comparison of 13 American English vowel positions and 8 Korean Vowel positions is expected to shed some light on the errors of English vowel pronunciation of Korean learners.

• 대한음성학회지:말소리
• /
• 제56호
• /
• pp.49-73
• /
• 2005

This study explores the most important temporal cues in the perception of the voiced/voiceless distinction of English plosives in terms of newly defined measures of perception: original signal to response agreement, unit signal to response agreement, and robustness. Seven native speakers of English and three leveled groups of Korean English learners participated in the present study. The results showed that both native speakers of English and Korean groups failed to successfully perceive the voiced/voiceless distinction of English plosives, particularly alveolar plosives, in word-medial trochaic positions. The results also showed that in word-initial and word-medial iambic positions both native speakers of English and Korean groups employ the information in the release burst and aspiration in the perception of the voiced/voiceless distinction, of English plosives, and that in word-final positions native speakers of English employ the information in the preceding vowel, while Korean groups employ the information in the closure interval.