• 한국어교육
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• 제28권1호
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• pp.251-268
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• 2017

This study is based on differences of syllable type between Korean and Chinese language pronunciation. For example, Nasal consonant ending 【n】 and 【${\eta}$】 reside in both Korean and Chinese phonetics simultaneously. However, in experiential training, Chinese learners will make errors in pronunciation of the Korean syllable nasal consonant ending like 【n】 and 【${\eta}$】. In the previous research, analysis of pronunciation errors were often based on the perspective of phonological system and combination of the phoneme rules. However, in this study, the analysis is based on the differences between Korean and Chinese syllables category to indicate the cause of pronunciation errors. The main findings of this study indicated that in the process of pronunciation of Chinese, nasal consonant syllable rime and its 【back】 tongue vowel are combined with each other. However, this rule does not apply in Korean pronunciation. Therefore, the Korean syllabic types like "앤, 응, 옹, 앵, 은, 온, 언" also exist in the Chinese language. When theChinese learners pronounce these types of syllables, the combination of the voweland nasal syllable rime rule will be taken, which will result in pronunciationerrors.

• Acta Via Serica
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• 제3권1호
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• pp.85-102
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• 2018

This study aims to contrast phonological characteristics of Korean and Turkish in terms of language universality. Considering consonants, both languages have the same number of consonants (21), which is the most typologically plausible structure of consonants. Thus, it can be said that they display high universality in the number of consonants. However, Turkish shows higher universality in regards to their substance, i.e., it differs from Korean when it comes to the structure of plosives and affricates. Turkish has two contrastive consonants, i.e., voiced and voiceless. However, the Korean plosives and affricates consist of neutral, tense and aspirate voiceless. In the case of vowels, both Korean with 10 vowels and Turkish with 8 vowels show lower universality. Yet, all of those vowels belong to the list of the most plausible vowels which makes their universality higher in substance. In respect of the syllable structure, Korean with its (C)V(C) type shows a moderately complex structure while Turkish with its (C)V(C)(C) type has a complex structure. The coda may consist of two consonants in Turkish while only one consonant is possible in Korean. However, onset is composed of one consonant in both languages. The contrastive study of similarities and differences between Korean and Turkish in terms of phonological characteristics will help not only understand the two languages but also provide useful information to increase the efficacy of Korean language education for Turkish learners of Korean, whose number is rapidly increasing.

• 비교문화연구
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• 제35권
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• pp.293-314
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• 2014

This paper aims to contrast phonology of Korean and Thai in terms of language universality. Considering consonants, both languages having 21 typologically most plausible consonants display high universality in the number of consonants. However, Thai shows higher universality in regards to their substance, i.e. it differs from Korean when it comes to the structure of plosives and fricatives. Both Korean and Thai show similarities regarding the plosives due to the fact that both languages possess three contrastive consonants. However, the Thai plosives consist of plain voiced, plain voiceless and aspirated voiceless sounds that have higher universality than the Korean plosives which are plain voiced, plain voiceless and aspirated voiceless. In case of vowels, both Korean with its 10 vowels and Thai with its 9 vowels show lower universality when it comes to the total number of vowels. However, all of those vowels belong to the list of most plausible vowels which makes their universality higher in substance. In respect of syllable structure, Korean with its CVC type shows a moderately complex structure while Thai with its CCVC type has a complex structure. The coda may consist of only one consonant in each language but onset is composed of one consonant in Korean, and two consonants in Thai. The contrastive study of similarities and differences between Korean and Thai in terms of phonology will help not only understand the two languages but also provide useful information for increasing the efficacy of Korean language education for Thai learners of Korean whose number is rapidly increasing.

• 인지과학
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• 제27권2호
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• pp.325-353
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• 2016

읽기의 초기 단계에서 처리되는 글자의 정보량을 지칭하는 시각 폭은 개별 글자의 획수가 증가하거나 폰트의 종류, 고정된 지면에서 차지하는 잉크의 면적, 글자 간의 간격과 같은 복잡성 요인들에 의해 영향을 받는다. 한글은 자음과 모음들이 조합되는 독특한 알파벳-음절 표기법을 사용하는 글자 체계를 가지고 있어 영어나 중국어를 중심으로 한 결과들에 비해, 자모구성의 글자 유형에 따라서도 복잡성이 달라질 수 있다는 특수성이 있다. 본 연구에서는 세 글자 쌍 패러다임을 이용하여 글자의 유형에 따라 한글 읽기 시각 폭의 크기가 영향을 받는지 살펴보았다. 그리고 여러 글자 유형의 시각 폭 중 읽기 능력의 개인차를 예측하는 글자 유형을 확인해보고자 시각 폭과 읽기 폭, 읽기 유창성, 읽기 이해와의 상관도 살펴보았다. 실험결과, 글자 유형이 복잡해질수록 글자 재인 정확률이 감소하고 시각 폭이 줄어드는 경향이 관찰되었으나 자음+모음+자음의 형태가 자음+모음 형태보다 글자 재인율이 높고 시각 폭도 큰 것으로 나타나 자모조합의 복잡성에 따른 영향이 선형적이지 않고 다른 요인이 개입할 가능성이 관찰되었다. 자음만 제시한 조건과 CV조건의 글자 재인율은 읽기 이해와 정적 상관을 보여 향후 읽기 능력과 관련한 시각 폭 측정 시 사용할 수 있는 글자 유형으로 나타났다.

• 인간행동과 음악연구
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• 제21권1호
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• pp.49-68
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• 2024

본 연구의 목적은 한국어의 특성을 음향학적으로 분석하고, 해당 분석 결과를 음악적 요소로 변환하여 생성된 선율의 예시를 제시함으로써, 근거 기반 음악-언어재활 프로그램 개발을 위한 기초 자료를 마련하는 데 있다. 이를 위해 19-25세의 남성과 여성 각각 30명으로부터 3음절의 두 강세구로 이루어진 6음절 한국어의 음성자료를 수집하였으며, 평서문과 의문문을 포함하였다. 이를 Praat 프로그램으로 분석하여 음절별로 음향적 속성을 추출하고, 각 음향적 속성, 문장 유형, 성별, 조사의 유무에 대한 통계분석을 실시하였다. 분석 결과 강세구, 억양구에 따라 각 음절의 주파수와 지속시간에 유의미한 차이가 발견되었고(p < .001), 의문문이 평서문보다 주파수가 유의미하게 높았으며(p < .001), 평서문이 유의미하게 긴 경향을 보였다(p < .001). 여성 집단이 남성 집단보다 주파수가 유의미하게 높았으며(p < .001), 지속시간도 유의미하게 긴 경향을 보였다(p < .001). 또한 조사인 음절의 강도가 유의미하게 세게 나타났다(p < .001). 마지막으로 본 연구에서는 문장 유형, 성별, 조사의 유무에 따라 나타난 음향적 속성을 음악적 요소인 음고, 음가, 악센트로 변환한 선율들을 악보로 제시하였다. 본 연구에서는 6음절 한국어문장을 대상으로 한 분석을 제시하였으며, 이 연구를 통해 얻은 통찰을 바탕으로 후속 연구에서는 대규모 한국어 음성 데이터의 선율화 시스템 개발 연구를 진행하려 하며, 이는 음악을 활용한 언어재활 분야의 기초 자료로서 중요한 역할을 할 수 있을 것으로 기대한다.

• 말소리와 음성과학
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• 제6권2호
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• pp.73-79
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• 2014

Alveolar fricative sounds /s/ and /s'/ are learned last for normal children in the speech development process for Koreans. These are especially difficult to articulate for hearing-impaired children often causing articulation errors. The acoustic phonetic evaluation uses testing tools to provide indirect and object information. These objective resources can be compared with standardized resources on speech when interpreting the results of a test. However, most previous studies in Korea did not consider acoustic studies that used the spectrum moment values of hearing-impaired children. Therefore, this study was conducted to compare the characteristics of hearing-impaired children's pronunciation of fricative sounds using spectrum moment values. For this purpose, the study selected a total of 10 hearing-impaired children (5 boys and 5 girls) currently in 3rd or 5th grade and attending one of the elementary schools in Seoul or Gyeonggi-do. For the selection process, their age, type of hearing aid, implantation of hearing aid (CI) before two years of age, hearing capacity (dB) before and after wearing the hearing aid, duration of speech rehabilitation, and time of learning alveolar fricative sounds were all considered. Also, 10 normal children (5 boys and 5 girls) were selected among 3rd or 5th grade students attending one of the elementary schools in Seoul or Gyeonggi-do. The subjects were asked to read the carrier sentence, "I say _______," including a list of 12 meaningless syllables composed of CV and VCV syllables, including alveolar fricative sounds /s/ and /s'/ and vowels /a/, /i/, and /u/. The recorded resources were processed through the Time-frequency Analysis Software Program to measure M1 (mean), M2 (variance), M3 (skewness), and M4 (kurtosis) of the fricative noise. No significant differences were found when comparing spectrum threshold values in the acoustic phonetic characteristics of hearing-impaired children and normal children in alveolar fricative sound pronunciation according to vowels /a/, /i/, and /u/, alveolar fricative sounds /s/ and /s'/, and syllable structure (CV, VCV) other than, for M3 in the comparison of groups according to disability. In the comparison of syllable structures, there were statistically significant differences in M1, M2, M3, and M4 with clinical significance. However, there was no significant difference in results when comparing the alveolar fricative sounds according to the vowels.