A Consideration of Feature Geometric Models and Spreading Notations

Park, Miae 한국강원영어영문학회 2000 영어영문학 Vol.19 No.2

분절음 내부의 변별자질 기하학(feature geomefy) 이론이 도래한 이래로, 조음기관모형(articulator-based model)과 협착모형(constriction-based model)이 가장 우세한 변별자질 기하학 모형으로 등장하였다. 변별자질 기하학 이론이 발달함에 따라 음운규칙들이 변별자질 기하구조내의 한 구성요소(constituent)에 작용한다고 주장되어왔다. 이러한 견해에서는 하나 이상의 변별자질과 관련된 동화현상은 변별자질 기하구조내의 비말단 구성요소(non-terminal constituent)의 확산(spreading)으로 설명되어진다. 이러한 견해에 반대하여, Halle(1995)는 새로운 확산모형을 제시하였다. Halle의 새로운 기하학 모형에 따르면, 만약 말단의 변별자질들이 한 비말단 구성요소(non-terminal constituent)에 지배된다면, 변별자질들이 개별적으로 확산될 수 있다고 여겨진다. 이와 같은 확산규칙은 불투명요소를 가로지르는 확산을 금지하는 근접조건(locality condition)에 의하여 제한되어진다. 본 논문은 몇몇 모음동화 현상을 통하여 조음기관 모형과 음운규칙에서의 변별자질의 비균형적인 형태에 대한 Calabrese의 제안에 근거를 둔 말단변별자질의 개별확산 표기가 조음기관모형이 오랫동안 가지고 있는 후설자음(dorsal consonant)의 모음동화 현상에서의 투명성을 설명할 수 없음을 보여준다. 또한, 비말단 구성요소의 확산모형을 따르는 협착모형은 이차조음을 지니고 있지 않는 후설자음의 모음동화 현상에서의 투명성을 설명할 수 있는 반면, Barra Gaelic의 모음조화와 같이 이차조음을 지니고 있는 후설자음의 투명성과 Nawuri의 원순성 조화에서와 같이 이차조음을 지니고 있지 않는 후설자음의 불투명성을 설명할 수 없음을 보여준다. 또한, 본 논문은 조음기관 모형이 바탕을 둔 Calabrese의 제안이 음운규칙에서의 변별자질의 일반적 비균형적인 형태를 적절히 설명할 수 없음을 보여주며 이와 더불어 Calabrese의 제안에 근거를 둔 변별자질의 개별적 확산표기가 부적합함을 보여준다.

L2 Learners' Stress and Segmental Productions of Morphological Derivatives

Miae Park 한국외국어교육학회 2015 Foreign languages education Vol.22 No.3

L2 learners tend to encounter and use morphological derivatives more frequently as their L2 skills develop. To pronounce the morphological derivatives correctly, L2 learners have to be aware of the phonological changes occurring in the derivatives with affixation. The four phonological rules (stress shift, vowel laxing, consonant coalescence, and vowel reduction) in English, applying to morphological derivatives, are examined with respect to the entities that the rules affect (stress, vowels, and consonants); the number of rules (only one and more than one rule); and rule interaction (interacting and non-interacting) in L2 phonological acquisition. This study reveals that 1) the accuracy of consonant coalescence is highest although its significance with respect to the accuracy of stress shift and vowel laxing varies according to the number of rules; 2) stress shift and vowel laxing show different order in accuracy depending on the number of rules; 3) the three rules (stress shift, vowel laxing, and consonant coalescence) exhibit distinct behaviors with respect to the number of rules; 4) in the interacting rules, the accuracy of the fed rule (vowel reduction) is significantly lower than the feeding rule (stress shift) while in the non-interacting rules, the accuracy of one rule appears to have no influence on that of the other rule. Based on the results, implications for teaching pronunciation of the derivatives are suggested.

How Well Do Elementary School English Textbooks Address Pronunciation?

Miae Park(박미애),Yeo Bom Yoon 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.2

This paper investigates how adequately pronunciation aspects are addressed in elementary school English textbooks, specifically focusing on how pronunciation is integrated into lessons and what pronunciation features are focused across the textbooks. This study also explores the extent to which teacher’s manuals provide linguistic and pedagogical information to support English pronunciation teaching. For these, five 3rd and 4th grade textbooks and teacher’s manuals developed according to the 2015 revised national curriculum were surveyed. The results of this study are as follows: Across the textbooks, pronunciation instruction is incorporated into lessons mostly in relation to sound-letter correspondences; pronunciation activities employ a limited repertoire of controlled techniques; the textbooks exhibit unexhaustive and unbalanced coverage of segmental and suprasegmental aspects; they are not effectively designed to teach pronunciation features which pose difficulties for Korean child learners of English; the teacher’s manuals provide neither sufficient and/or accurate linguistic explanations for pronunciation aspects nor principles and techniques for teaching them. Based on these findings, implications for materials development, pronunciation teaching, and teacher training are suggested.

A Study on Nuclear Stress in Elementary English Textbooks in Korea

Miae Park 한국중원언어학회 2022 언어학연구 Vol.- No.62

This study considered how nuclear stress is addressed in elementary English textbooks. For this, elementary English textbooks were surveyed to identify activities for nuclear stress, and teacher’s guides to see if they offered adequate linguistic and pedagogical tips for nuclear stress. Nuclear stress identified in the textbooks was analyzed in terms of informational focus in English. The findings were: 1) In two textbooks, nuclear stress was addressed concerning question/sentence reading and presented with key expressions mostly in question-answer pairs; 2) Questions mainly consisted of wh-questions with a broad focus, while answers with a broad focus outnumbered those with a narrow focus; 3) Nuclear stress in questions and answers with a broad focus was placed on the last content words excluding a few marked or erroneous cases; 4) All the erroneous nuclear stress placements in the two textbooks were those with a broad focus; 5) The teacher’s guides of one series of textbooks alone provided linguistic and pedagogical tips for nuclear stress, however the tips were often inaccurate and insufficient.

An Examination of Conceptual Changes through Concept-mapping

Miae Park(박미애),Yunghwan Kwon(권영환) 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.3

he present study intends to document student teachers’ conceptions about L2 writing and teaching L2 writing to children and to investigate changes in their knowledge before and after an English writing methodology course through concept-mapping. For these, the participants were asked to build a concept map with reference to the focus questions on the first and last day of the course. The participants’ pre- and post-concept maps were examined both quantitatively and qualitatively to measure their conceptual changes as a result of taking the course. The major findings of this study were as follows: 1) The participants’ knowledge of L2 writing and teaching L2 writing to children became more differentiated and organized after the course, but the extension and the hierarchical organization of their knowledge were found not to be necessarily positively related; 2) They integrated different concepts and thoughts into their knowledge base, attempting to connect concepts in different domains and to integrate knowledge gained during the course, as shown in the extent of cross-links on the post-concept maps; 3) Along with new organizing concepts and more details, the content of post-maps was different from that of pre-maps in that it was more inclusive and more emphasis was placed on strategies, processes, and procedures of L2 writing and teaching it to children. Based on these findings, implications for teacher education were suggested.

Korean Elementary Teachers’ Perceptions of NESs’ and NNESs’ Pronunciation

Miae Park,Youngok Park 한국외국어교육학회 2020 Foreign languages education Vol.27 No.4

Despite the validated EIL status, native English accents are commonly regarded as the most appropriate pronunciation-teaching norms, while nonnative accents are still considered inappropriate. This study attempts to explore Korean-speaking elementary teachers’ perceptions of native and nonnative English accents and find out the extent to which the teachers’ ratings of the accents show variance and correlations as regards likeability, familiarity, intelligibility, comprehensibility, and instructional model suitability. For these, 53 in-service Korean-speaking elementary teachers were asked to evaluate two native (American and British) and two nonnative (Filipino and Korean) English accents by the five variables. The results were as follows: 1) The AmE accent was rated most positively, while the FiE accent was least favorable in all the variables; 2) The KoE accent was evaluated to be more familiar, intelligible, and comprehensible than the BrE accent at a significant level. In contrast, the two accents exhibited an insignificant difference in likeability and suitability; 3) Significant correlations were obtained among the variables except for comparisons of likeability-intelligibility, likeability-comprehensibility, and familiarity-comprehensibility; 4) The instructional model suitability had a significant correlation with the four remaining variables. Based on these results, pedagogical implications and implications for teacher education were suggested, followed by this study’s limitations.

Phonological Awareness and Word Reading in an EFL Context: Phoneme-based vs. Onset/Rime-based Method

Miae Park,Miyoung Jeong 한국초등영어교육학회 2005 초등영어교육 Vol.11 No.1

This paper considers the most effective phonological elements for teaching phonics and word reading to Korean children. In particular, this study compares the effects of the phoneme-based method with those of the onset/rime-based method on the ability to read words. The results of the experiment showed that both methods greatly increased the subjects' ability to read words, but the phoneme-based method was even more effective for the development of phonics skills, word reading as well as interest and confidence than the onset/rime-based method. Furthermore, Korean children were found to prefer the phoneme-based method over other phonics methods. In this study, the findings were explained by the syllable structure difference between the first and the target language. This paper discusses some implications the results have for reading instruction in elementary schools.

A Study on Factors Affecting the Perceptual Accuracy of L2 Vowels in an FL Context

Miae Park 한국중원언어학회 2018 언어학연구 Vol.0 No.46

This paper attempts to review previous research on factors affecting L2 phonological acquisition and to provide an experiment to determine whether or not factors such as gender, age of L2 learning, length and frequency of private L2 instruction and amount of L2 use have significant influence on the discrimination of the English vowel contrasts /iy/-/ɪ/,/uw/-/ʊ/ and /ɛ/-/æ/ by native Koreans learning English in a foreign language context and, if so, to what extent. Gender, age of L2 learning, and length and frequency of private L2 instruction were found not to be significant predictors of the perceptual accuracy of the English vowel contrasts. On the other hand, it was revealed that amount of L2 use affected the discrimination of the English vowels significantly, suggesting that it is important for L2 learners to have enough opportunities to use the L2 to benefit in the perception of L2 segmental contrasts. Directions for future study were suggested on the basis of the findings of this study.

On the Acquisition of English Word Stress by Adult Korean Speakers

Miae Park(박미애) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2

  A foreign accent in a second language (L2) may be caused by nonnative-like pronunciation of suprasegmental elements such as stress as well as segmental elements of the L2 phonological system. In the literature of L2 phonological acquisition, however, most studies have focused on the segmental features and only a few studies have investigated the L2 acquisition of suprasegmental elements. This study examines the acquisition of English word stress by adult speakers of Korean in an attempt to see how they learn English stress patterns, particularly if they treat nouns and verbs differently and show sensitivity to the internal syllable structure with respect to stress assignment or if they treat English word stress entirely as a lexical phenomenon. For this, 51 Korean university students were assigned the production and perception tasks in which they were instructed to produce 35 monomorphemic nouns and verbs classified into 7 classes according to stress patterns and listen to them to mark on which syllable they perceived stress to be. It was revealed in this study that although they had no knowledge of stress placement associated with lexical category, vowel weight and the extramatricality of word-final consonants in English, they showed sensitivity to the effect of coda consonants, treating open and closed syllables differently. Based on the results of this research, pedagogical implications are suggested for the teaching of English word stress.

The Place of Morphology : Phonological , Syntactic and Postsyntactic Evidence for a Modular Theory of Morphology from a Case of Synthetic, Subordinate and Coordinate Compounds

Miae Park 한국중앙영어영문학회 2001 영어영문학연구 Vol.43 No.2