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Comparing two types of explicit pronunciation instructions on second language accentedness
장주현,이준규 경희대학교 언어정보연구소 2015 언어연구 Vol.32 No.S
This study aims to compare the effect of two types of explicit pronunciation instructions, i.e., explicit prosody (EP) instruction and explicit segmental (ES) instruction, on second language (L2) accentedness. This study used a pretest-treatment-posttest design. Sixty two Korean EFL 5th and 6th graders of comparable English proficiency were randomly assigned into three groups (i.e., EP instruction group, ES instruction group, and Control group). Prior to pronunciation-focused activities, English teachers taught explicit linguistic information to the EP instruction group and the ES instruction group. The control group participated in a meaning-oriented activity in which explicit linguistic instruction was not provided. The instructions lasted for five weeks. The improvement of accentedness by each group was estimated by the performance of a reading task in which participants were asked to read aloud a series of narrative sentences. From the recorded data of the learners, foreign accents and pitch accents were analyzed into the sequential phases: a pretest, an immediate posttest, and a delayed posttest. Repeated measure ANOVA analyses revealed that the EP instruction group yielded a strong improvement of L2 accentedness (i.e., foreign accent and prosodic grouping with accent types: pitch accent, phrase accent, and intonational boundary) while the ES instruction group showed the positive results in relation to L2 accentendess as well.
Piccolo 파서를 기반으로 신속한 XML 파싱을 위한 XMLPull 파서의 설계 및 구현
장주현,노희영 강원대학교 기초과학연구소 2004 기초과학연구 Vol.15 No.-
현재 XML은 HTML의 대체 마크업 언어로써 그 사용이 확대되어 지고, 또한 XML 데이터를 위한 파서 모델과 파서 구현방식에 대한 연구가 진행되고 있다. 그 연구의 결과로 벤치마킹에서 XML의 파싱모델로는 Pull모델이 빠른 파싱 속도를 나타내었고, 파서의 구현 방식에 있어서는 Push 모델 파서인 Piccolo에서 사용한 parser generator tool인 JFlex와 BYacc/J를 사용하는 방법이 기존의 일반적인 구현방법인 수기 방식보다 파싱이 빠른 결과를 내 놓았다. 본 논문에서는 기존의 파서보다 빠른 파싱속도를 나타내기 위하여 위의 두 방법을 이용하여 파싱을 위한 인터페이스를 설계하였으며 이를 이용하여 JXPull 파서를 구현하였다. 또한 이를 증명하기 위하여 기존의 XML 파서들의 벤치마킹 도구인 saxbench 속도 비교 도구를 이용하였으며 이를 통하여 본 논문에서 제안한 JXPull 파서가 기존 파서보다 빠린 파싱 속도를 보이는 것을 입증하였다.
장주현 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.1
The purpose of this paper is to investigate the relationship between phonological awareness and stress sensitivity in second language (L2) speech production by Korean learners of English. Phonological awareness (i.e., phoneme deletion test and rhyme detection test), stress sensitivity (i.e., stress manipulation), non-word and vocabulary reading tests were rated by two trained linguists (Frederickson et al., 1997; Wood, 1999, 2006). Regressions indicated that stress manipulation was strongly associated with L2 speech production in terms of phoneme deletion and rhyme detection. The measurements of stress sensitivity showed that phonological awareness contributes to L2 speech production. Further research is needed to explore how L2 learner predictors in relation to various types of speech rhythm and temporal parameters contribute to L2 speech production.
장주현,이준규 한국영어학회 2022 영어학 Vol.22 No.-
The purpose of this study is to investigate the effects of explicit and implicit instruction on Korean elementary school students’ phonological awareness (Ventakagiri and Levis 2007), prosodic feature (Trofimovich and Baker 2006), and individual differences (Huang and Jun 2011). Fifty Korean young learners were divided into two groups, explicit instruction group and implicit instruction group, and they were instructed to read English words and sentences explicitly and implicitly during a seven-week treatment period. They read aloud declarative sentences in an elicited imitation task (Trofimovich and Baker 2006). From the recorded data, phonological awareness was measured by structures of phonology. Prosodic feature, i.e., speech rate was analyzed using Praat (De Jong and Wempe 2009). The results showed that the explicit instruction group significantly correlated with phonological awareness and speech rate positively. However, the implicit instruction group did not reveal progress in phonological awareness and they also noted problems regarding speech rate. These findings offer pedagogical implications of the importance of explicit instruction in L2 learning with young EFL learners.
장주현 한국외국어대학교 외국어교육연구소 2019 외국어교육연구 Vol.33 No.1
This study aims to examine the effect of implicit and explicit instruction on second language (L2) pronunciation of adult and young learners in relation to accentedness, comprehensibility, and intelligibility. One hundred ten Korean EFL learners read aloud sentences. Two groups (i.e., explicit pronunciation instruction and implicit pronunciation instruction) were instructed L2 speech regarding accentedness, comprehensibility, and intelligibility explicitly and implicitly for five weeks. From the recorded data of all learners' speech, the measurement of accentedness (i.e., pitch accent), comprehensibility (i.e., speech rate), and intelligibility (i.e., stress timing) was analyzed. Result indicated that the significant effect of explicit instruction was shown prominently for adult learners while the effect of implicit instruction was shown prominently for young learners. Lastly, the study discusses the implications of the findings along with suggestions for L2 pronunciation