• Proceedings of the KSPS conference
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• 2000.07a
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• pp.312-320
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• 2000

This presentation aims to explore some possibility of non-segmental phonetics usually ignored in phonetics education. In pedagogical phonetics, especially ESL/EFL oriented phonetics speech sounds tend to be classified in two criteria 1) 'pronunciation' which deals with segments and 2) 'prosody' or 'suprasegmentals', a criterion that deals with non-segmental elements such as stress and intonation. However, speech involves more dynamic processing. It is non-linear and multi-dimensional in spite of the linear sequence of symbols in phonetic/phonological transcriptions. No word is without pitch or voice quality apart from segmental characteristics whether it is spoken in isolation or cut out from continuous speech. This simply tells the dichotomy of pronunciation and prosody is merely a useful convention. There exists some room to consider dynamic non-segmental phonetics. Examples of non-segmental phonetic investigation, some of the analyses conducted within the frame of Firthian Prosodic Analysis, especially of the relation between vowel variants and foot types, are examined and we see what kind of auditory phonetic training is required to understand impressionistic transcriptions which lie behind the non-segmental phonetics.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.283-300
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• 2000

This paper is intended to suggest how to improve Korean high school students' awareness of the pronunciation in order to foster communicative effectiveness. Initially it is focused on the tasks of listening to the suprasegmental aspects. The strategies used in the listening process are (1)discerning intonation units, (2)recognizing rhythm pattern, and (3)identifying contraction and linking in connected speech. The tasks including in each process are listening discrimination, guided practice activity, and listening and speaking activity. The teacher should avoid methods which yield discouraging outcomes and try to help students enjoy experience of success in doing exercises and activities. So I suggested: students put the slash on the pause perceptible to chunk the stream of speech into the intonation units, and mark the content words to internalize English rhythm. And then I suggested that students listen to pop song English in order to improve the awareness of function words and connected speech in the intonation unit.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.338-349
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• 2000

Pronunciation teaching is once again coming into the foreground of ELT. Japan is, however, lagging far behind many countries in the development of pronunciation curricula and in the actual speech performance of the Japanese learners of English. The reasons for this can be found in the prevalence of communicative methodologies unfavorable for pronunciation teaching, in the lack of trained professionals, and in the large numbers of students in Japanese foreign language classes. This paper offers a way to promote foreign language pronunciation teaching in Japan and other countries by means of employing computer and internet facilities. The paper outlines the major directions of using modem speech technologies in pronunciation classes, like EVF (electronic visual feedback) training at segmental and prosodic levels; automated error detection, testing, grading and fluency assessment. The author discusses the applicability of some specific software packages (CSLU, SUGIspeech, Multispeech, Wavesurfer, etc.) for the needs of pronunciation teaching. Finally, the author talks about the globalization of pronunciation education via internet resources, such as computer corpora and speech and pronunciation training related web pages.

• 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.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.55-61
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• 2019

In order to realize foreign language education, various existing educational media have been provided, but there are disadvantages in that the cost of the parish and the media program is high and the real-time responsiveness is poor. In this paper, we propose an artificial intelligence English conversation system based on VR and speech recognition. We used Google CardBoard VR and Google Speech API to build the system and developed artificial intelligence algorithms for providing virtual reality environment and talking. In the proposed speech recognition server system, the sentences spoken by the user can be divided into word units and compared with the data words stored in the database to provide the highest probability. Users can communicate with and respond to people in virtual reality. The function provided by the conversation is independent of the contextual conversations and themes, and the conversations with the AI assistant are implemented in real time so that the user system can be checked in real time. It is expected to contribute to the expansion of virtual education contents service related to the Fourth Industrial Revolution through the system combining the virtual reality and the voice recognition function proposed in this paper.

• The Korean Nurse
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• v.20 no.1 s.109
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• pp.31-51
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• 1981

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.355-361
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• 1996

• MALSORI
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• no.spc1
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• pp.154-166
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• 2002

• 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.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.491-497
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• 2019

As the world develops into a global society, more and more people want to speak foreign languages fluently. To speak fluently, you must have sufficient training in speaking, which requires a dialogue partner. Recently, it is expected that the development of voice recognition information technology will enable the development of a system for conducting foreign language speaking training without human beings from the other party. In this study, a test bed system for foreign language speaking training was developed and applied to elementary school classes. Elementary school students were asked to present their English conversation situation and conduct speaking training. Then, satisfaction with the system and potential for continuous utilization were surveyed. The system developed in this study has been identified as helpful for the training of learning to speak a foreign language.