정원과 대조구 간 열 환경 요소의 차이와 정원 구성 요소 간 열 환경과 열 스트레스 지수의 차이에 대한 결과는 다음과 같다. 정원과 대조구 간 열 환경 요소의 시계열 변화에서 대기 온도의 차이는 0.8°C에서 2.4°C까지 나타났고, 흑구 온도는 4.4°C까 지 나타났으며, WBGT는 1.6°C 차이가 나타났다. 대조구에 비 해 정원의 열 환경이 모든 온도에서 낮게 나타난 것이다. 특히, 대조구와 정원의 온도 증가 폭을 비교해 보면, 정원에서 모두 온도의 완만한 증가 폭을 확인할 수 있었다. 정원이 급격한 온도 차이는 만들어낼 수 없으나, 소규모 녹지를 활용한 지속적인 온도 조절에 효과를 보일 수 있겠다. 이용객이 느끼는 열 스트레 스 지수도 정원에서 낮게 나타나 정원이 열 쾌적감 증진 역할을 할 수 있다고 판단된다. 정원 구성 요소에 따른 열 환경 변화를 비교하였을 때, 목재 소재의 시설물이 표면 온도가 높았고, 녹지 에 의해서 생긴 그늘이 온도 차이를 줄일 수 있는 요소가 되었다. 실외 미기후를 대상으로, 정원 입지 환경 중에 하나인 건물에 의한 그늘과 녹지 그늘이 열 스트레스 지수인 UTCI에서 동일하 게 ‘moderate’ 수준을 나타냈다. 즉, 건물 그늘의 일사 차단 효과로 인해 열 쾌적감이 증진되는데, 건물이 없는 소규모 녹지 에서도 교목과 초지 식재로 열 쾌적감 증진에 효과를 높일 수 있다. 이와 같이 정원 구성 요소에 미기후 조절 효과에 관련이 있는 요소를 선정하였을 때, 건물→수목→주변 포장재→정원 포 장재→시설물의 순서로 정원 입지 선정과 구성 요소 선택에 활 용할 수 있는 가이드를 마련할 수 있을 것이다.

This study investigates the listening comprehension performance of Korean university students when exposed to unscripted and scripted English speech, as well as their perceptions of various linguistic features associated with each speech type. A total of 115 participants were divided into two groups, both of which had the same level of listening proficiency. The unscripted group listened to spontaneous, unscripted dialogues during the listening comprehension test, while the scripted group listened to scripted versions from which features typical of unscripted speech had been removed. Following the listening test, participants completed a questionnaire assessing their perceived level of difficulty regarding a range of features that typically distinguish the two speech types. The results revealed that the unscripted group scored significantly lower on the listening test compared to the scripted group. Additionally, the survey indicated that participants found unscripted speech significantly more challenging, especially due to factors such as pronunciation, vocabulary, and grammar. Features typical of unscripted speech, including filled pauses, false starts, and a natural speech rate, were identified as obstacles to L2 listening comprehension. Based on these findings, the study suggests implications for L2 learning materials, instructional methods, assessment practices, and teacher education programs.

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.

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.

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.