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- 저자 : 임운(Lim Un) (검색결과 4 건)
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임운,Lim Un 대한음성학회 2001 말소리 Vol.42 No.-
Syntactic ambiguity can be understood by context usually, especially in reading and writing. Because phonological structure including stress, intonation and phonological phenomena can be pronounced differently according to different syntactic structures, syntactic ambiguity can be solved by phonological structure in listening and speaking. The objectives of this study was to survey how Korean English teachers apply phonological structures in order to solve syntactic ambiguity. The results of this study is as follows: First, Korean English leachers applied Compound Stress Rules well, when the second word was not branched. But they did not apply Compound Stress Rules well, when the second word was branched. Second, several Korean English teachers did not apply Nuclear Stress Rules well. They usually put the strongest stress on the first word. Third Korean English teachers did not differentiate appropriate applying situation of palatalization. They applied palatalization at both the single and the separated Phonological Phrase. Fourth, Korean English teachers did not apply stress shifting when stress crash happened. Because they did not apply stress shifting, they put the strongest stress on inappropriate syllable.
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임운(Lim Un) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.1
The purpose of this study is to examine the characteristics of spectrographs from postlexical phenomena naturally produced in Korean English teachers" connected speech, in order to give pedagogical suggestions as to how to set up the steps of putting emphasis On the getting rid of the problems and some errors found in English teachers" pronunciation. Results are as follows: First, 5.6% and 33.3% only, respectively, of elementary English teachers (henceforth, the former) and secondary English teachers(henceforth, the latter) applied Palatalization. Second, 21.1% and 33.3% only, respectively, of the former and the latter applied flapping. Third, 50.0% and 75.5%, respectively, of the former and the latter applied deletion. Fourth, in lateralization by Korean phonology, 72.2% and ffi.9%, respectively, the former and the latter made mistakes in pronunciation. Fifth, 37.5% and 57.1% only, respectively, of the former and the latter applied devoicing differently from native speakers.
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영어의 부자연스러운 발음에 나타난 분절적·초분절적 요인에 대한 음향·음성학적 분석
임운(Lim Un) 한국영어교과교육학회 2005 영어교과교육 Vol.4 No.2
Due to the development of Articulatory Phonetics and Acoustic Phonetics, the practical and real proof could be provided in the field of Phonetics and Phonology. And it is possible to show and analyze causes of unnatural pronunciation of whom studied and have learned English as the Second Language. This study tried to find out the causes of unnatural pronunciation spoken by Korean English teachers, based on the theory of Phonetics, Lexical and Post-lexical Phonology, and Prosodic Hierarchy. Through this study, several causes were found like follows; First, The voice onset time of Korean English teachers is longer than that of native speakers. Second, some Post-lexical phonological phenomena such as weakening, deletion and contraction were not applied. Third, English Stress Rule was not correct. Fourth, Pitch curve was not correct.
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한국인 영어교사와 원어민의 성대 진동개방시간 비교 분석
임운 한국현대영미어문학회 2000 The Journal of KACELLS Vol.5 No.-
Causes of unnatural pronunciations given by Korean teacher in English Pronunciation, could be clarified in segmental and suprasegmental by Lexical Phonology and Postlexical Phonology, from the view-point of what is regarded as natural, which native speakers of English show in their practical utterance differently from Korean teachers. To examine differences of stops on phonological words and onsets resyllafied by connection, which were given by Korean English teachers and native speakers, Voice Onset Time(VOT) of plosives was analyzed. The results was that VOT of Korean English teachers was longer than that of native speakers of English. VOT gets longer in the order as follows in the case of Korean teachers: velar sounds > bilabials > alveopalatals. To examine the cause of longer VOT of Korean English teachers, duration of utterances were analyzed. Through surveying VOT and duration of Korean English teachers and native speakers, the cause of longer VOT of Korean English teachers was that late speech speed of Korean English teachers not differences between Korean and English.
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