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This study examines two most frequently used pronunciation correction methods by native speakers of English. One is correction by native English teachers, and the other is self-study using English words recorded by native speakers of English. The effects of these methods were tested by focusing on stress and duration of some English words. The paired t-tests showed that the effect of the former was significant for the stress of the words whereas the latter was not. But it was turned out that the effects of both methods were not statistically significant for the duration of words. I assume that this is because the participants had hard time pronouncing the sounds that do not exist in Korean.
'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.
This paper investigates two most common pronunciation learning methods. One is correction by a native speaker of English and the other is self-correction using the words recorded by a native speaker of English. The research is focused on English word-initial voiced stops and word durations. Two groups of Korean speakers participated in controlled experiments. One group self-corrected their pronunciations and the other was corrected by the native speaker of English. The results from the experiments showed that neither of the learning methods did not show statistically significant effects on the word-initial voiced stops, but both methods showed statistically significant effects on the word durations. The experiments also showed that phonological structure of Korean affects Koreans' pronunciation of English words.
An English professor and a Korean professor trained 18 Korean students, resectively. They learned how to pronounce English unaspirated stops. The English professor asked the students to repeat after him and corrected their mistakes. The Korean professor explained why and how Korean stops and English stops differ from each other, and corrected their English pronunciation by applying phonological information of Korean stops. We recorded the English unaspirated stops produced by the students both before and after the training, and compared the VOTs. The results show that the training methods used by the Korean professor was more effective than those used by the English professor.
American English and Korean speakers produced English words starting with sC and sCr consonant clusters. I compared frication noise durations of /s/ between the two groups, and found that the former group produced significantly longer /s/ than the latter group. I also compared relative maximum intensities of /s/ with the following vowel or approximant, and found that the former group's intensity was higher than that of the latter group. These findings indicate that the /s/ produced by American English speakers is long and loud, and Koreans cannot produce it with those acoustic characteristics. (Dongguk University-Seoul)
The purpose of this study is to examine two English pronunciation teaching methods for Korean students. The Korean students were trained by an English professor and a Korean professor. They learned how to pronounce English diphthongs using some English words. The English professor asked them to repeat after him and corrected their pronunciation. The Korean professor provided phonetic explanation of the English diphthongs such as the way to use lips and the tongue, etc. and applied phonological information of Korean vowels while correcting their pronunciation. We recorded their pronunciation both before and after they were trained. The results show that the Korean professor`s training methods are more effective than those used by the English professor. (Dongguk University).
This study examines English and Korean listeners` response time to synthesized English /ε/-/æ/ continuum. The statistical results show that English listeners` response times change based on both spectral steps and duration of the vowel whereas Korean listeners` response times change based only on duration of the vowel. These findings support second language speech learning models such as Lado`s Contrastive Analysis Hypothesis, Flege`s Speech Learning Model and Best`s Perceptual Assimilation Model in that identification of L2 vowels is affected by L1 vowels; Korean does not have the low vowel /æ/, thus Korean listeners have difficulty identifying it.