• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.637-646
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• 2022

In this paper the comparative study on the pronunciation of Vietnamese learners and Koreans for the Korean syllable final double consonants was performed. For many errors and the suggested teaching methods related to the pronunciation of the Korean syllable final double consonants that were investigated and analyzed through linguistic research the results of this study by using the analysis tools of speech signal processing were confirmed. Thus, we suggest the new educational method in this paper. Using SVM, which is widely used in machine learning of artificial intelligence the pronunciation of Vietnamese learners and that of Koreans were compared. Being able to obtain the decision hyperplane of the SVM means that Vietnamese learners' pronunciation of the Korean syllable final double consonants is quite different from that of Koreans. Otherwise their pronunciation are pretty similar each other. The new teaching method presented in this paper is not only composed of writing and listening but is included things such as the speech signal waveform in the time domain and its corresponding energy that can be visualized to the learners.

• The Journal of the Acoustical Society of Korea
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• v.41 no.1
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• pp.99-107
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• 2022

This study attempted to analyze the consonant perception ability and errors and to verify compatibility items for hearing impaired children wearing hearing aids and cochlear implants using the Phoneme Perception Test for School-Aged children (PPT-S). As a result of the study, it was found that children with hearing impairments have more difficulty in perceiving final consonants than initial consonants. The hard type of PPT-S, in which the articulation method and articulation place of the target and foil words are similar, felt more difficult than the easy type. Among the initial consonants, the incorrect response rate for aspiration sound was higher. In the case of final consonants, the incorrect answer rate for 'ㄷ' and 'ㅁ' was relatively higher. There was no significant difference in the percentage of correct response rate according to the gender of the speaker. The above results can be usefully used as basic data for standardizing of PPT-S and evaluating the intervention effects before and after hearing rehabilitation with hearing impaired children.

• Phonetics and Speech Sciences
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• v.6 no.3
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• pp.91-99
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• 2014

Although it is well documented that patients with cochlear implant experience hearing difficulties when processing their first language, very little is known whether or not and to what extent cochlear implant patients recognize segments in a second language. This preliminary study examines how Korean learners of English identify English segments in a normal hearing and cochlear implant simulation conditions. Participants heard English vowels and consonants in the following three conditions: normal hearing condition, 12-channel noise vocoding with 0mm spectral shift, and 12-channel noise vocoding with 3mm spectral shift. Results confirmed that nonnative listeners could also retrieve spectral information from vocoded speech signal, as they recognized vowel features fairly accurately despite the vocoding. In contrast, the intelligibility of manner and place features of consonants was significantly decreased by vocoding. In addition, we found that spectral shift affected listeners' vowel recognition, probably because information regarding F1 is diminished by spectral shifting. Results suggest that patients with cochlear implant and normal hearing second language learners would experience different patterns of listening errors when processing their second language(s).

• The Journal of the Acoustical Society of Korea
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• v.31 no.5
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• pp.298-308
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• 2012

This study was designed to examine the phoneme recognition errors of hearing-impaired (HI) listeners on a consonant-by-consonant basis, to show (1) how each HI ear perceives individual consonants differently and (2) how standard clinical measurements (i.e., using a tone and word) fail to predict these differences. Sixteen English consonant-vowel (CV) syllables of six signal-to-noise ratios in speech-weighted noise were presented at the most comfortable level for ears with mild-to-moderate sensorineural hearing loss. The findings were as follows: (1) individual HI listeners with a symmetrical pure-tone threshold showed different consonant-loss profiles (CLPs) (i.e., over a set of the 16 English consonants, the likelihood of misperceiving each consonant) in right and left ears. (2) A similar result was found across subjects. Paired ears of different HI individuals with identical pure-tone threshold presented different CLPs in one ear to the other. (3) Paired HI ears having the same averaged consonant score demonstrated completely different CLPs. We conclude that the standard clinical measurements are limited in their ability to predict the extent to which speech perception is degraded in HI ears, and thus they are a necessary, but not a sufficient measurement for HI speech perception. This suggests that the CV measurement would be a useful clinical tool.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.459-466
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• 2009

While Korean allows the same consonants at the coda of the preceding syllable and at the onset of the following syllable, English does not allow the geminate consonants in the same intervocalic position. Due to this difference between Korean and English, Korean learners of English tend to incorrectly produce geminate consonants for English geminate graphemes as in $su\underline{mm}er$. Based on this observation, a pilot study was designed to investigate how Korean learners of English perceive and produce English doubleton graphemes and singleton graphemes. Twenty Korean college students were asked to perform a forced-choice perception test as well as a production test for the 36 real word stimuli which consist of (near) minimal pairs of singleton and doubleton graphemes. The result showed that the accuracy rates for the words with singleton graphemes were higher than those for the words with doubleton graphemes both in perception and production because the subjects misperceived and misproduced the doubleton graphemes as geminates due to orthographic influence. In addition, the low error rates of the word with voiced stops were accounted for by Korean language transfer. Further, spectrographic analyses were provided where more production errors were witnessed in doubleton grapheme words than singleton grapheme words. Finally, pedagogical implications are provided.

• Clinical and Experimental Pediatrics
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• v.57 no.7
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• pp.323-328
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• 2014

Purpose: Adenoid hypertrophy is a physical alteration that may affect speech, and a speech disorder can have other negative effects on a child's life. Airway obstruction leads to constricted oral breathing and causes postural alterations of several oro-facial structures, including the mouth, tongue, and hyoid bone. The postural modifications may affect several aspects of speech production. Methods: In this study, we compared articulation errors in 19 children with adenoid hypertrophy (subject group) to those of 33 children with functional articulation disorders independent of anatomical problems (control group). Results: The mean age of the subject group was significantly higher (P=0.016). Substitution was more frequent in the subject group (P=0.003; odds ratio [OR], 1.80; 95% confidence interval [CI], 1.23- 2.62), while omission was less frequent (P<0.001; OR, 0.43; 95% CI, 0.27-0.67). Articulation errors were significantly less frequent in the palatal affricative in the subject group (P=0.047; OR, 0.25; 95% CI, 0.07-0.92). The number of articulation errors in other consonants was not different between the two groups. Nasalization and aspiration were significantly more frequent in the subject group (P=0.007 and 0.014; OR, 14.77 and 0.014; 95% CI, [1.62-135.04] and NA, respectively). Otherwise, there were no differences between the two groups. Conclusion: We identified the characteristics of articulation errors in children with adenoid hypertrophy, but our data did not show the relationship between adenoid hypertrophy and oral motor function that has been observed in previous studies. The association between adenoid hypertrophy and oral motor function remains doubtful.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.16 no.2
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• pp.118-122
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• 2005

Background and Objectives The compensatory articulation not only influences general speech intelligibility, but also prevents precise assessment of the velopharyngeal function. This study was performed to investigate frequently affected phonemes, prevalence and the characteristics of compensatory articulation in the patients with cleft palate having velopharyngeal insufficiency. Material and Method An archival review was taken on 103 cleft palate subjects. Their age ranged from 2.6 to 63 years (mean age of 9.8 years). They were grouped into two : preschool group (n=71) and older patient group (n=32). The prevalence and patterns of compensatory articulation were examined on oral high pressure consonants such as plosives, fricatives and affricates. Results : Compensatory errors were observed in $49.5\%$ of the subjects and were mostly glottal stops with the exception of 4cases who had pharyngeal fricatives in addition to glottal stops. The most frequently substituted phonemes were velar plosives and tense sound. There was no significant difference of prevalence in both groups. However, errors for bilabial and alveolar plosives were more frequently observed in preschool group. Conclusion High prevalence of compensatory articulation observed in both preschool and older age group indicates that their articulation errors tend to remain unless appropriate speech therapy is provided. To improve speech intelligibility of the patients with cleft palate having velopharyngeal insufficiency, it is advisable to address and correct the compensatory articulation errors in their earlier ages.

• MALSORI
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• no.62
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• pp.33-49
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• 2007

The purpose of this study is 1) to investigate the phoneme inventories and phonological processes of cochlear implant(CI) children and 2) to describe their utterances using narrow phonetic transcription method. All ten subjects had more than 2 year-experience with CI and showed more than 85 % open-set sentence perception abilities. Average consonant accuracy was 81.36 % and it was improved up to 87.41% when distortion errors were not counted. They showed similar phonological processing patterns to HA or normal hearing children in some way as well as different phonological processing patterns from HA or normal hearing children. The prominent distortion error pattern was weakening of consonants. Every subject had his/her idiosyncratic error pattern that demanded his/her own individualized therapy program.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.274-277
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• 2007

The purpose of this study is 1) to describe the phoneme inventories of cochlear implant(CI) children and 2) to describe their utterances using narrow phonetic transcription method. All the subjects had more than 2 year-experience with CI and showed more than 87% open-set sentence perception abilities. Average consonant accuracy was 81.36% and it was improved up to 87.41% when distortion errors were not counted. They showed different error patterns from hearing aid users. The prominent error pattern was weakening of consonants.

• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.