Allomorph selection in Korean

성은경(Eun-Kyung Sung) 한국음운론학회 2005 음성·음운·형태론 연구 Vol.11 No.1

This paper presents a rule-based analysis and OT account of allomorph selection in Korean, and indicates some problems in the OT analysis. There are cases where the selection of allomorphs is not phono-logically motivated. The allomorphs selected by the stem-final l and t-irregular verbs, and the allomorph selection of conjunctive suffix, -wa/-kwa, cannot be clearly explained in OT. Although some constraints employ morphological aspects of allomorphs, they cannot provide unified explanation for complex phenomena of allomorph selection.

L2 sound perception and production by Korean adults and children

Eun-kyung Sung(성은경) 한국음운론학회 2006 음성·음운·형태론 연구 Vol.12 No.3

This study compares Korean adults and children in a second language (L2) sound acquisition and examines the influence of L1 on the perception and production of various non-native contrasts. The subjects participated in two perception experiments, discrimination and identification, and a production experiment. Five English contrasts which cause difficulty to the Korean subjects were used in the experiments. The Korean adults and children revealed different perception and production patterns. The adults were strongly influenced by the first language (L1) sound system, whereas the children’s performance is best accounted for by an interaction between the general process of child language phonology and L1 transfer. In addition, the non-native contrasts which do not include any Korean phonemes caused the most difficulty to the Korean adults. The two groups also showed different substitution patterns in production. The adults’ most frequent substitution error occurred on the /d?/ and /z/ sounds. Yet, the most common substitution pattern by the children can be possibly interpreted as the substitution of less marked sounds for more marked ones. Further, the results show inconsistent patterns between perception and production. The subjects showed difficulty in producing some sounds although they did not show difficulty in perceiving the sounds. For example, the Korean adults performed well in the perception of the /l ? r/ contrast, but they still displayed difficulty in producing the two sounds in the contrast. It may not be the case that we can infer production abilities from perceptual ones and vice versa.

The relationship between phonetics and phonology - Problematic cases for a unified module

Eun-kyung Sung(성은경) 한국음운론학회 2007 음성·음운·형태론 연구 Vol.13 No.2

  This paper presents different views on the relationship between phonetics and phonology and provides problematic cases for a unified module. The relationship between phonetics and phonology has long been discussed, and in current research the distinction between them has been blurred. There are two radically different views: two separate modules and a single unified module. In the intermediate position, it is suggested that the mapping between phonetics and phonology is indirect. This paper, being against one unified module, argues that there is a boundary between phonetics and phonology. The argument is made based on the acoustic and perception studies of American English and Korean flaps, and the r-sounds in French and other languages. Although phonetic information is often employed to provide adequate accounts of phonological phenomena, not all phonological processes can have a phonetic explanation.

The Effect of L1 Phonological System in Perception

성은경 ( Eun Kyung Sung ) 경희대학교 언어연구소 2004 언어연구 Vol.21 No.-

온라인 영작문 수업에서 과제와 피드백에 대한 인식

성은경 ( Eun Kyung Sung ) 한국외국어대학교 외국어교육연구소 2013 외국어교육연구 Vol.27 No.1

본 연구의 목적은 온라인 영작문 수업에 있어서 쓰기 과제와 피드백에 대한 학생 들의 인식을 조사하는 것인데,구제적으로 쓰기 과제, 피드백,토론을 포함한 온라인 영작문 수업에 대한 인식은 어떠한지,효과적인 피드백을 주기 위한 전략은 무엇인지 라는 문제를 다루고 있다. 이러한 질문에 답을 하기 위해서 온라인 설문 과 그룹 인터뷰를 실시하였다. 사이버 H 대학교에서 영작문 수업을 수강한 학생 104명이 설문에 답을 하였고,그 중 4명을 대상으로 그룹 인터뷰를 실시하였다. 분석 갈과,학생들은 온라인 영작문 수업을 매우 긍정적으로 인식하고 있었다. 대다수의 학생들이 쓰기 과제와 피드백이 영어 쓰기 실력을 향상시키는데 크게 도움이 되고,토론에 참여하는 것도 도움이 된다고 하였다. 그러나 과제에 대한 좀 더 명확한 설명이 필요하다는 의견이 많았다. 또한 피드백이 좀 더 일관성 있게 되어야 하고,단지 실수에 대한 교정뿐만 아니라,명확한 설명과 예,그리고 긍정적인 피드백이 필요하다고 응답하였다. 일관성 있는 양질의 피드백을 주기 위해서는 교수자와 튜터가 함께 훈련 세션을 갖는 것이 필요할 것이다. 나아가, 비록 온라인으로 이루어지는 수업이지만,면대면 만남,전화,또는 비디오컨퍼런싱을 통한 개별화되고,상호작용을 촉진하는 기회가 주어진다면,더 효과적인 수업이 될 것이다. The purpose of the present study is to investigate students perspectives on writing assignments and feedback in an online English composition course, specifically addressing the questions of how students perceive writing assignments, feedback, and discussion forums, and of what strategies can be used to promote effective feedback. In order to examine these issues, an online questionnaire was administered and an informal group interview was conducted. The questionnaire was completed by 104 EFL students at Cyber H University, and four of these students participated in the group interview. The results showed that the students views of the online composition course were very positive. A majority of the students indicated that the assignments and feedback were extremely helpful for the improvement of their English writing skills, as was participation in discussion forums. However, it was suggested that clearer directions about assignments needed to be provided. In addition, the students mentioned that feedback should be more consistent, and error corrections should be accompanied with clear explanations, examples, and encouraging comments. For consistent and high quality feedback, training sessions are suggested for instructors and tutors. Furthermore, an individualized and interactive process through face-to-face meetings, phone calls, or videoconferencing can be incorporated in to online composition courses.

온라인 영어발음 수업에 대한 인식과 발음 오류 분석

성은경 ( Eun Kyung Sung ) 한국외국어대학교 외국어교육연구소 2010 외국어교육연구 Vol.24 No.1

본 연구의 목적은 온라인 영어발음 수업에 대한 학생들의 인식을 조사하고 음성 녹음과 제에서 나타난 학생들의 발화 실수를 분석하는 것이다. 온라인 영어발음 수업을 수강하 는 70명의 사이버대학교 학생들이 이 연구에 참가하였다. 학생들의 의견을 조사하기 위 해서 설문지가 사용되었고, 영어발화 실수를 분석하기 위해서 두 명의 원어민 화자가 참가자들의 음성과제를 평가하였다. 설문지 분석 결과에 따르면, 대다수의 참가자들이 그 수업을 효과적이라고 생각하였고, 음성녹음 과제에 대한 피드백이 발음 향상에 도움 을 주었다고 답하였다. 특히 참가자들은 그 수업 중에서 원어민 선생님이 한국 학생의 발음을 직접 교정해 주는 부분과 잘못된 발음으로 인한 의사소통의 문제점을 보여주는 에피소드 부분을 선호하는 것으로 나타났다. 이러한 결과들에 비추어 온라인 발음수업 이 전통적인 면대면 교실 수업을 잘 대체할 수 있으리라 생각된다. 음성 발화 실수를 분석한 결과에 따르면, 참가자들은 개별적인 자음소리 평가에서는 5점 만점에 3.5점을, 전반적인 발음정확도에서는 3.4점을 받았다. 개별적인 소리 뿐만 아니라, /kw/와 같이 연속적으로 나오는 소리, 모음 삽입 등 한국인들이 일관되게 실수를 하는 부분에 좀 더 중점을 두어서 발음수업을 운영해 나가야 할 것이다. The present study investigated Korean speakers` perspectives on an online English pronunciation course and examined their English pronunciation errors in their voice recording assignments. Seventy cyber university students who were enrolled in an online English pronunciation course participated in the study. In order to examine the students` opinions about the course, a questionnaire was used. For the analysis of English pronunciation errors, participants` voice recording assignments were evaluated by two native English speakers. The results of the questionnaire presented that the majority of participants considered the course effective and the feedback on their recording assignments helpful. Moreover, 73% of the participants responded that for learning English pronunciation, an online course is more effective than or at least as effective as an offline course. Furthermore, many students showed a preference for the pronunciation clinic and episode sections in the course. The findings of the questionnaire suggested the possibility that an online pronunciation course could be a good replacement for traditional face-to-face classroom instruction. The results of pronunciation error analysis indicated that the participants received 3.5 points on a five point scale for the individual consonant sounds, and 3.4 points for overall pronunciation accuracy. In addition, while the participants` overall aptitude varied in terms of English pronunciation, the areas in which individual participants demonstrated the least proficiency were consistent. Thus, in a pronunciation instruction, more emphasis should be put on the specific features where Korean learners of English consistently make errors.