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손남호(Nam-Ho Sohn),이호영(Ho-Young Lee),황효성(Hyosung Hwang) 사단법인 한국언어학회 2015 언어학 Vol.0 No.72
This paper aims to propose a method to induce emotional speech naturally and to carry out basic acoustic analyses of emotional speech. Previous research into emotional speech relied on the recordings of actors’ acted speech. Since actors’ emotional speech is often stereotyped, we established a method to help ordinary people to produce emotional speech relatively easily by using emotion inducing video clips edited from Korean films and dramas. 43 students and 20 actors and actresses participated in the recording. They were asked to read the subtitles embedded on the video clips while maintaining induced emotions. A test sentence, “Neo Nagiju ara? (Do you know Nagiju?)”, was included in the subtitles on the video clips. A perception test was conducted to choose top 50 natural sounding speech files of the test sentence for each emotion (i.e. anger, anxiety or neutral emotion). The result of this perception test shows that the proposed method was successful in inducing emotions naturally. The results of the acoustic analysis of the selected emotional utterances show that anger is realized with the highest pitch and biggest intensity and anxiety with the lowest pitch and weakest intensity. At the latter part of anxious speech, breathiness was observed.
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신원철 ( Shin Won-chul ),김나래 ( Kim Na-rae ),김석영 ( Kim Sok-yong ),손남호 ( Sohn Nam-ho ),이강재 ( Lee Kang-jae ),이미경 ( Lee Mi-kyoung ),이연숙 ( Yi Yeon-sook ),박종한 ( Park Jong-han ) 한국중국어문학회 2017 中國文學 Vol.92 No.-
본고에서는 현행 중등 중국어 교과서인 `생활중국어, 중국어Ⅰ, 중국어Ⅱ` 14종에서 문화요소들을 추출한 후 `중국개관, 언어문자관련정보, 일상생활, 여행정보, 한중비교`의 5개 항목으로 분류한 다음, 그 내용을 비판적으로 검토하였다. 이를 토대로 중국 본토의 문화에서 범(汎)중국어권 문화로, 중국내 특정 지역에서 전국 차원으로, 단순 사실 기술에서 상호 비교 기술로 문화요소에 대한 확장이 필요하다는 점을 제안하였으며, 그러한 연구를 바탕으로 교과서 기술이 새롭게 이루어져야 한다는 제안을 하였다. This article aims to examine the cultural contents in the textbooks for teaching Chinese for Korean secondary schools. It divides the cultural components in 14 textbooks of Chinese conversation, Chinese Ⅰ & Ⅱ into 5 categories(introduction to China, information on Chinese language and characters, daily life, travel information and comparison between Korea and China) and critically examines them. Based on the findings of the investigation, the study makes a suggestion that the cultural items need to be expanded from those of the mainland China to those of Sinophone, from those in specific regions in China to those of the entire country, from mere descriptions to comparative explanations across cultures. The current study concludes with a suggestion that these findings be reflected in writing textbooks in the future. The article also suggests some avenues for future research.
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신원철(Shin, Wonchul),김나래(Kim, Narae),소민정(So, Minjeong),손남호(Sohn, Nam-Ho),이강재(Lee, Kangjae),이연숙(Yi, Yeon-Sook),이미경(Lee, Mikyoung),김석영(KIM, Sok-yong) 한국중국어교육학회 2017 중국어교육과연구 Vol.0 No.25
Establishing the criteria for evaluating textbooks is a prerequisite to such endeavors as research, selection, development and information building on the textbook. In the domestic Chinese education field, however, academic explorations for such criteria have been lacking. Aiming to develop an evaluation checklist appropriate for the characteristics of Chinese textbooks, the current study followed the procedure of 1) developing a draft checklist based on literature review 2) testing practicality through pilot testing and 3) checking face validity with a group of experts. In the first phase of literature review, the authors reviewed a few dozen checklists for assessing foreign language textbooks developed from the 1970"s through the 2000"s as well as their inductive compendiums. They also reviewed research studies on Chinese textbook evaluation checklists conducted in China and Korea, which led to the completion of a draft with 51 items under 13 categories. The draft underwent a pilot test based on the evaluation of two textbooks written in Korea, translated versions of two Chinese textbooks, and two textbooks developed in China, which revised the draft into the one with 43 items under 8 categories. In the final phase, Chinese education researchers and in-service school teachers tested face validity of the checklist, which finalized the checklist with 45 question items subsumed under 8 categories. The checklist this study created will be utilized for Chinese textbook research, development and selection, and constructive criticism garnered from it will further modify the checklist, eventually enhancing its validity and practicality. The authors also plan to build an informative platform of Chinese textbooks based on this checklist and in the process the current checklist could be subsequently confirmed and refined.
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