• Phonetics and Speech Sciences
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• v.4 no.1
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• pp.111-118
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• 2012

The purpose of this study was to characterize and determine variances of speaking fundamental frequency and vocal intensity depending on gender and three utterance conditions (spontaneous speech, reading, and counting). A total of 65 undergraduate students (32 male students, 33 female students) attending universities in Daegu, South Korea participated in this study. The subjects were all in their 20s. This study used KayPENTAX's Visi-Pitch IV (Model 3950) to measure the variances of speaking fundamental frequency (SFF0) and vocal intensity (VI). As a result, this study came to the following conclusions. First, it was found that both males and females showed no significant difference in SFF0 and vocal intensity among three utterance conditions. Second, this study sought to analyze differences in the variances of SFF0 between males and females. As a result, it was found that females showed significantly higher levels of four measured variances (SFF0 $SD^{**}$, SFF0 $range^{***}$, Min $SFF0^{***}$ and Max $SFF0^{***}$) than males on spontaneous speech. However, it was found that there was no significant difference between males and females in SFF0 range on reading or in SFF0 SD and SFF0 range on counting. It was found that there was no significant difference between males and females in the level of measured variances of vocal intensity depending on utterance conditions. Finally, this study made a comparison and analysis on differences in the variances of SFF0 and vocal intensity among utterance conditions. As a result, it was found that all the measured variances of SFF0 in males were most significantly reduced depending upon spontaneous speech which was followed by reading and counting respectively (SFF0 SD: p<.001, SFF0 range: p<.05, Max SFF0: p<.05). Females however, show no significant difference in the measured variances of SFF0 depending upon three utterance conditions. It was also found that the measured variances of vocal intensity in females were most significantly reduced depending on spontaneous speech that was followed by reading and counting (VI SD: p<.001, VI range: p<.001, Min VI: p<.01 Max VI: p<.05), while males showed no significant difference in the measured variances of vocal intensity depending on three utterance conditions. In sum, these findings suggest that variances of SFF0 in males are affected by three utterance conditions, while variances of vocal intensity in females are affected by three utterance conditions.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.485-494
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• 2020

This study analyses the needs of workers at foreigners-only casinos in Korea on English for Specific Purposes (ESP). It also examines the most ideal English instructor for them and the motivations for their learning English. A total of ninety-nine casino workers in Seoul and Busan participated in the survey. Of the four language skills, English speaking is the most necessary area for them to learn and listening is the second. The most difficult part of communicating in English for them to learn is also speaking, followed by listening. This indicates that the area that they need to study and the area in which they have difficulty communicating in English have the same ranking. The participants in the marketing department had the longest working hours in English, and they were significantly different from those in other departments. Regardless of their departments, the participants responded that speaking is the most necessary area to learn English. They mentioned that their biggest motivation for learning English is self-realization, followed by smooth work. The most ideal English instructor was a Korean instructor with casino working experience, followed by a bilingual Korean instructor. This showed their preference for Korean English teachers with casino working experience. This study might be meaningful since it provides information on a new field, casino workers, by analyzing their needs on ESP. It is suggested that this may contribute to setting the direction of English curriculum for casino workers in the future.

• Phonetics and Speech Sciences
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• v.11 no.2
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• pp.65-76
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• 2019

This study aimed to primarily examine perceptions about occupational suitability made by vocational counselors for adults who stutter and associated factors. A total of 69 vocational counsellors (23 per condition) took part in this study and were randomly assigned to recordings related to three different speech conditions (fluent, less-severe stuttering, and severe stuttering versions). The participants were asked to listen to one of the three recordings and rate the speaker's communicative functioning, personal attributes, and suitability for 31 occupations, along with perceptions of the speaking demands and educational requirements of the occupations. Regarding the two stuttering conditions, it was found that suitability ratings were lower for occupations with a high speaking demand than those with a low speaking demand. In addition, the most significant factor associated with occupational suitability ratings was perceived speaking demands, followed by perceived educational requirements, and then by ratings of the speaker's personal attributes. These findings suggest that adults who stutter may face role entrapment (or occupational stereotyping) in workplace settings.

• Phonetics and Speech Sciences
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• v.15 no.4
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• pp.53-60
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• 2023

This study compared the absolute error of estimated fundamental frequency (AEF0) using voice - (VRP) and speech range profile (SRP) tasks across various etiological groups with voice disorders. Additionally, we explored the association between AEF0 and related voice parameters within each specific etiological group. The participants included 120 individuals, comprising 30 each from the functional (FUNC), organic (ORGAN), and eurological (NEUR) voice disorder groups, and a normal control group (NC). Each participant performed voice and SRP tasks, and the fundamental frequency of connected speech was measured using electroglottography (EGG). When comparing the AEF0 measures across the etiological groups, there were no differences in Grade and Severity among the patients. However, variations were observed in AEF0_VRP and AEF0_SUM. Specifically, AEF0_VRP was higher in the ORGAN group than in the FUNC and NC groups, whereas AEF0_SUM was higher in the ORGAN group than in the NC group. Furthermore, within FUNC and NEUR, AEF0 showed a positive correlation with Grade, while in ORGAN, it exhibited a positive correlation with the mean closed quotient (CQ). Attention should be paid to the application of AEF0 measures and related voice variables based on the etiological group. This study provides foundational information for the clinical application of AEF0 measures.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• Journal of Digital Contents Society
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• v.19 no.4
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• pp.621-630
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• 2018

This paper presents a case study on foreign language learning applications based on the speech recognition technology, aiming to grasp their current status and limitations of the technology applied to the foreign language speaking education, especially for English and French. As a result of examining the characteristics of the selected English and French applications by drawing on speech learning, it is shown that the use of speech recognition technology has the advantage of creating a speaking practice environment and giving feedback. However, in the case of feedback, there is a lack of appropriate calibration feedback which can help learners correct errors by themselves.

• Speech Sciences
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• v.12 no.3
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• pp.49-57
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• 2005

The purpose of the this study was to establish preliminary data on the characteristic of dysfluency in monologue. The subjects were 30 normal speaking adults(15 males and 15 females), aged from 18 to 30 and 30 normal speaking children, aged from 8 to 10. This study attempted to sample 1-minute portion of talking about the daily routine. Videotapes were made to analyze his/her speech sample in terms of the patterns and the frequency of dysfluency. The result of the present study were a follows: (1) The children had total dysfluency type ratios of 12.48%, dysfluency type ratios of 2.83%. Interjection was the most frequently occuring, followed by revision, incomplete phrase. (2) The adults had total dysfluency type ratios of 8.51%, dysfluency type ratios of 0.59%. Interjection was the most frequently occuring, followed by revision, syllable repetition. (3) In adults, both total dysfluency type ratios and dysfluency type ratios differed significantly by the gender. (4) Both total dysfluency type ratios and dysfluency type ratios differed significantly between adults and children.

• Language and Information
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• v.17 no.2
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• pp.93-121
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• 2013

Identifying the speakers of individual utterances mentioned in textual stories is an important step towards developing applications that involve the use of unique characteristics of speakers in stories, such as robot storytelling and story-to-scene generation. Despite the usefulness, it is a challenging task because not only human entities but also animals and even inanimate objects can become speakers especially in fairytales so that the number of candidates is much more than that in other types of text. In addition, since the action of speaking is not always mentioned explicitly, it is necessary to infer the speaker from the implicitly mentioned speaking behaviors such as appearances or emotional expressions. In this paper, we investigate a method to exploit linguistic clues to identify the speakers of utterances from textual fairytale stories in Korean, especially in order to handle such challenging issues. Compared with the previous work, the present work takes into account additional linguistic features such as vocative roles and pairs of conversation participants, and proposes the use of discourse-level turn-taking behaviors between speakers to further reduce the number of possible candidate speakers. We describe a simple rule-based method to choose a speaker from candidates based on such linguistic features and turn-taking behaviors.

• Journal of Digital Contents Society
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• v.11 no.2
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• pp.161-168
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• 2010

In the past, Korean English language learners focused on knowledge of grammatical structures. Thus Korean trained instructors, who focused on explaining the grammar structures, were seen as being preferable for teaching in EFL (English as a foreign language) classrooms. However, with the focus changed to speaking capability Koreans now desire 'fluent' English more than 'accuracy' seeing if possible (Mottos, 1997). Current study has been concerned about the issue of how non-native learners of English perceive the difference between native teachers (NTs) and non-native teachers (non-NTs) of English in the context of ELT classroom. The study explores the issues and problems the followed and how non-NTs can enhance teaching practice of speaking and listening lessons through multimedia application.

• MALSORI
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• no.56
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• pp.127-134
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• 2005

Although the narrative development and the acquisition of the Korean grammatical morphemes by monolingual Korean-speaking children have been studied extensively, little is known about the narrative characteristics and the processes through which native speakers of other languages (L2 speakers) use the Korean grammatical morphemes. To understand the similarities and differences between L1 and L2 narrative skills and Korean grammatical morpheme use, 13 native Chinese-speaking college students who are learning Korean as a second language were studied. L2 participants used significantly fewer words, subordinate clauses, connective morphological endings, and pronouns per T-unit. Their speech also illustrated significantly more omission and confusion (substitution) errors in the use of auxiliary words and verb endings. Some of the syntactic and morphological factors need to be considered for the intervention of speakers with limited Korean proficiency.