The purpose of this study is to compare and analyze the perceptions and attitudes of adult native speakers of Korean and Chinese toward the pronunciation of World Englishes. Fifty-two Korean and 63 Chinese speakers listened to six variations of World Englishes and then completed a questionnaire outlining their perceptions and attitudes toward the different pronunciations. The survey results revealed that Korean adult English learners showed less favorable attitudes toward different pronunciations of World Englishes than Chinese adult language learners did. Korean adult learners preferred American English, but Chinese adult learners preferred Canadian English. Among the three individual variables measured, the first language showed the greatest influence in their responses. The findings of this study imply that, in the context of English education in Korea, it is necessary to raise the awareness of both teachers and learners to the acceptability of World Englishes through exposure to a wide variety of English pronunciations.

This study compares AI PengTalk’s assessments of Korean children’s pronunciation with the assessments of Korean teachers. Sixty Korean sixth-graders participated as assessees, and four Korean elementary teachers participated as assessors. Both PengTalk and the teachers rated the children’s production of 10 English sentences on a five-point scale. They focused on segmentals, stress-rhythm, intonation, and speech rate. The findings were as follows: Firstly, PengTalk evaluated the children’s pronunciation in the four elements significantly lower than the teachers across all English proficiency levels. Secondly, teachers’ ratings of the students aligned more closely with their pre-evaluated English proficiency levels than the AI PengTalk’s assessments. The teachers rated students at the upper level significantly higher than those at the intermediate level, who were, in turn, assessed significantly higher than those at the lower level in all four elements. Furthermore, AI PengTalk and the teachers differed in the mean order of the four elements, particularly in segmentals. Based on the results of this study, suggestions were made for the development and implementation of AI-based English programs.

Este estudio aborda el aprendizaje de la pronunciación en español como una tercera lengua por parte de los hablantes nativos de coreano en los EEUU. Específicamente, profundiza en las características de sus pronunciaciones, las perspectivas desde las que se pueden entender las pronunciaciones y los puntos que los investigadores de L3 deben tener en cuenta para examinar sus pronunciaciones. Para ello, primero este estudio presenta modelos sobre la percepción y producción de L2, así como modelos sobre la morfosintaxis de L3. Luego, aplica los principios principales de los modelos a las situaciones y características del aprendizaje que muestran los estudiantes coreanos de español en los EEUU. Por último, con base en los fundamentos teóricos y sus características del aprendizaje, hace sugerencias para estudios empíricos que examinen la pronunciación de español como L3. Este estudio puede ser útil para los estudiantes coreanos de español como L3 y sus padres, profesores de español e investigadores de L3. Además, algunas sugerencias de este estudio se pueden aplicar a los estudiantes coreanos de español como L3 que viven en Corea y países angloparlantes que no sean los EEUU.

성악은 예술적 가곡의 완벽한 조화를 이루는 예술이지만, 어 린이 성악 수업에서는 노래할 때 가사의 글자 깨물기(咬字)와 글자 내뱉기(吐字)가 옳은지 아닌지의 문제에 부딪히곤 하는데, 특히 방언의 특색이 짙은 지역, 예를 들면 샹(湘)방언 구역의 어린이 성악 학습과 교학에서 이 문제가 두드러진다. 본 연구 에서는 샹(湘)방언 구역의 어린이 성악 교습에서 글자를 갈고 (咬字) 글자를 내뱉는(吐字) 문제와 관련하여 세 가지 문제를 제기하였다. 첫째는 표준어 기초의 취약이고, 둘째는 글자를 깨 물고(咬字) 글자를 내뱉는(吐字) 무의식이며, 셋째는 발성상태 가 글자를 깨물고(咬字) 글자를 내뱉는(吐字) 것과 결합되어서 는 안 된다는 것이다. 이 제기된 문제에 대한 분석 결과 세 가 지 문제점을 확인하였다. 첫째는 지역환경과 언어환경의 영향 이고, 둘째는 성악예술의 영향(薰陶) 결여이며, 셋째는 보편적 인 문제와 개인차이이다. 이에 대해 저자는 세 가지 해결 방안 을 제시하였다. 첫째는 표준어 훈련 강화이고, 둘째는 발성 상 태에서의 언어 훈련이며, 셋째는 성악 이론과 실기의 조화 강 화이다. 벽돌을 던져 옥을 끌어들이는 일종의 방언 구역의 사 례로 들 수 있는 성악 언어 교학을 통해 노래를 부르는 중 글 자를 깨물고(咬字) 글자를 내뱉는(吐字) 문제를 깊이 있게 살펴 볼 수 있었다.

The purpose of this study is to examine phonetically if the spelling errors produced by foreign Korean learners are related to learners’ pronunciation by analyzing the pronunciation of plain, tense, and aspiration sounds of foreign Korean learners using a Praat. A statistical analysis was performed on the listening, reading, and writing data produced by 18 foreign university students at the beginner level. The results are summarized as follows. First, foreign Korean learners accounted for the majority of errors in plain and aspiration sound among initial obstruent words. This can be interpreted as an extremely strong or very weak pronunciation of the word, because learners do not properly recognize the intensity of range in plain sounds. Second, the more accurate the learner’s perception was, the more accurate production can be made. Statistically, it was found that the production rate increased by 0.178 each time the perception rate increased by 1. Therefore, the correlation between perception and production is established. Third, the relationship between pronunciation and spelling is a relationship that increases by 0.652 each time the pronunciation increases by 1. It can be explained that there is a possibility that the learner may often write words as they pronounce them.

The purpose of this study is to investigate how important Korean high school students perceive English word stress to be, how familiar they are with word stress, and how well they pronounce the reduced vowel /ə/. Sixty high school students in Seoul participated in a survey study that investigated their perception of the importance of word stress in English. They were then asked to mark the stress on each of the 44 words selected from the basic vocabulary list compiled by the Korean Ministry of Education and to pronounce each word twice. The results of the survey revealed that a vast majority of the students (50 out of 60, 80%) do not pay attention to the stress and pronunciation of words when they study new vocabulary and that they memorize only the spelling and meaning of new words. As a result, many of them could not identify the stressed syllables in many of the 44 words, even when they knew their meaning. As for their pronunciation of the reduced vowel /ə/, the students on average were able to pronounce /ə/ correctly in only 23 words, although they stressed the correct syllable in 28 words. All these results highlight the necessity of teaching Korean students explicitly the importance of word stress in English and the correct pronunciation of the reduced vowel /ə/ in order to help them improve their intelligibility.

This research tried to figure out the realization effect of usage of anlauts /l/ and /n/ as nicely shown in North Korean news and to discuss the societal and lingual backgrounds from this investigation. Therefore, the research analyzed the tone of Chosun Central TV news’s announcer shown in TV news program from 2014 to 2017. With this analysis, the research tried to show the reason why there are differences in language policies regarding Korean consonant anlauts /l/ and /n/ between South Korea and North Korea and to discuss the realization effect of anlauts /l/ and /n/ after the implementation of the language policies. In chapter 2, the research considered policies for marking these consonants and gradual change for pronunciation rules and checked the reason why there is a difference In grammatical rules between North Korea and South Korea. According to previous research, exhibiting anlaut /l/ in North Korean pronunciation rules these days is not related to any historical evidence or regional dialect(Pyongyang dialect). In the environment that precedes /i/ and /j/ accepting the /n/ consonant was due to late palatalization relative to other regional dialects and also late elimination of the /n/ and therefore these objects are reflected into standard language policies in North Korea. In chapter 3, the research analyzed the realization effect of anlauts /l/ and /n/ in North Korean News. The percentage of the analut /l/ realizations was the anlaut /l/ was 83.78%, which means most of realizations were done by the anlaut /l/. Anlaut /l/ was followed by /j/, /a/, /o/, /ɛ/ and other vowels, and the percentage of anlaut /l/ used before most of the vowels was similar. For anlaut /n/ the situation that was followed by /j/ showed 21 times of the realization set and 24 times of the non-realization set, which resulted 46.6% and 53.4% respectively and illustrated similar aspects as shown in analut /l/. The realization phenomenon of anlaut /n/ occurred from the Middle Ages, and the research therefore confirmed that North Korea still uses the conservative pronunciation of the language.

보컬은 음정과 박자가 완벽하더라도 가사전달이 제대로 이루어지지 않으면 가사 의미가 정확하 게 전달되지 않는다. 이에 청중은 불편함을 느끼고, 객관적인 시각에서도 균형미를 갖춘 노래라 고 볼 수 없다. 따라서 기술적인 훈련과 함께 가사전달을 위한 발음훈련도 중요하다. 특히 받침 발음은 글을 혹은 가사를 소리 내어 발음할 때와 곡조에 따라 발음 할 때 각각 차이가 있으므로 이런 관점을 중심으로 연구하였다. 마야의 ‘진달래 꽃’을 기준으로 음표길이에 따라 각각의 발 음, 특히 받침 발음을 중점으로 분석하였다. 장르와 템포에 따라 딕션의 세기가 달라지고 가수마 다 구강 구조와 습관 및 가사 표현이 다르므로 받침 발음의 발음기호를 표준 할 수 없지만 이 연구 를 통해 음표 길이에 따라 모음 길이 및 연음 법칙이 변화된다는 결과를 도출하였다.

Les apprenants coréens de français langue étrangère ont, en Corée, rarement l'occasion d'utiliser le français en dehors de la salle de classe. Cependant, le développement des outils de Communications Médiatisées par Ordinateurs (CMO) leur fournissent un environnement d'apprentissage plus favorable pour surmonter les contraintes d’isolement et les aident à améliorer leurs capacités à communiquer en français. Notre travail de recherche porte sur l’utilisation de ressources en ligne. Ce parcours est divisé en trois segments selon les stades atteints dans l'apprentissage de la prononciation : la présentation, la pratique, la production (3P). En outre, des questionnaires et des entretiens ont été menés pour mesurer l'utilité perçue de ce site. Sur dix semaines, les principaux résultats de cette étude sont les suivants: la prononciation a d'abord été analysée à travers un pré-test et un post-test par des enregistrements. Les résultats du post-test ont montré une nette amélioration de leur prononciation, en particulier en lecture à haute voix plus qu’en expression libre. Cela souligne la difficulté de parvenir à un usage automatique d’une prononciation apprise consciemment. Ces ressources en ligne ont montré leur utilité dans l'apprentissage des caractéristiques prosodiques. A la lecture des enquêtes, les étudiants reconnaissaient un effet positif en prononciation, pour l'écoute et la prise de parole. Cette amélioration serait due à la possibilité de télé-charger, d’écouter et de répéter des fichiers authentiques, mais aussi aux taches communicatives proposées, qui intégraient des conversations en ligne.

This study examined whether learning context and language aptitude affected the use of pronunciation learning strategies and pronunciation proficiency. One hundred thirty-eight Chinese learners (88 KFL Ss & 50 KSL Ss) learners were investigated for the correlation between learning context(KSL, KFL), language aptitude (high/low), pronunciation learning strategy and pronunciation proficiency. Participants' sound discrimination ability was measured by PLAB and then they were divided into high group (upper 30%) and low group (lower 30%) by scores. SPLS and personal information survey were also conducted. The results showed that (i) a significant difference was found in pronunciation proficiency pursuant to learning context and language aptitude, (ii) use of pronunciation learning strategy differed significantly pursuant to learning context and language aptitude, and (ⅲ) use of pronunciation learning strategy could predict pronunciation proficiency. The findings suggest that effective pronunciation learning strategy should be investigated and taught in L2 Korean classroom.

In general the pronunciation of French is not easy to learn, especially for beginners. The students of secondary education have much difficulty pronouncing French words which often creates fear, deters students and even makes them give up to practice French language. Our purpose is to present a phonetic system for the French novice not only to encourage communication in language but also which helps to learn easily and with interest. So we examined what is the norm for the pronunciation of French and analyzed the text books used in schools and the teaching materials for “FLE” in France. As a result, we found that seven oral and three nasal vowels are considered sufficient for communication. For the consonants there are almost no variations according to the standard or standardized French pronunciation.

The purposes of this study are to examine the effects of the speech-analysis software on Korean college students' pronunciation improvement, and to find out ways to enhance the efficiency of computer-based visual feedback in the teaching of English pronunciation. The participants of the study are 89 English-major college students who are required and expected to have native-like pronunciation. A total of 178 recorded pronunciation data of pre-and post-tests were analyzed in terms of consonants, tense/lax vowels, consonant clusters, and phonological changes. The major findings of the study are as follows: First, the use of speech-analysis software was effective in improving the students' pronunciation. Second, the use of speech-analysis software was more effective at the discourse-level than at the word-in-isolation or sentence levels. In addition, it was more effective to students with low level pronunciation proficiency than those with high level proficiency. Third, the use of speech-analysis software was the most effective in training word-initial [h]-deletion of function words at the sentence level. Fourth, the participants responded that the visual feedback of speech-analysis program was useful in self-monitoring and self-correcting their pronunciation errors. Based on these findings, some pedagogical suggestions are made with respect to the didactic use of speech-analysis software in the teaching of English pronunciation.

Since the introduction of the 6th National Curriculum, English pronunciation teaching in Korea has geared toward fluency, less focusing on accuracy. Since then the two technical terms, accuracy and fluency, have been widely used in the EFL literature in Korea, but in a rather confusing way. This paper is an endeavor to clarify these two concepts in terms of the viewpoints of Phonetics and English Education. From the phonetic standpoint, I argued that accuracy is more closely related to 'clear speech,' whereas fluency is applicable to either 'clear speech' or 'casual speech'. I also suggested two methods for the evaluation of English speaking fluency: one is the evaluation of weak form pronunciation: the other, sentence stresses. From a viewpoint of English Education, I reviewed some relevant literature and found that (1) accuracy and fluency are related to language usage and language use, respectively; (2) accuracy and fluency have been used as terms applicable to all four language skills in language learning, rather than speaking skill only: (3) a definition of fluency needs to be modified for its flexible use in ESL/EFL classroom setting; (4) a number of recent textbooks on pronunciation teaching include lots of useful fluency enhancing practices. As a conclusion, I summed up afore-mentioned discussions and presented some suggestions for the National Curriculum in the future.

제7차 개정 漢文科敎育課程중 ‘읽기’에서는 ‘漢字․漢文의 正確한 朗讀’을 요구하고 있다. ‘漢字․漢文의 正確한 朗讀’이란 韓國語‘標準發音法’을 따르는 것이다. 漢字音도 韓國語發音의 한 부분이기 때문이다. 하지만 현재 漢文科에서는 漢字音敎育이 國語發音敎育의 한 부분이라는 인식을 하지 못하고 있다. 그래서 韓國語標準發音法에서는 母音의 長短音을 구별하여 말해야 標準發音이 되는데, 현재까지 漢文科敎科書는 長短음을 구별하지 않는 不正確한 漢字音을 적어 왔고 漢文科敎師는 非標準漢字音을 가르쳐 왔다. 오늘날 韓國語의 標準發音敎育은 國語科에서는 불가능하다. 國語科敎科書는 한글專用으로 되어 있는데, 현행 한글은 長短音을 구별하지 않고 적고 있기 때문이다. 따라서 현재 漢字를 가르치는 漢文科에서만 正確한 漢字音敎育이 가능하다. 漢文科에서 漢字의 標準發音敎育을 잘 해준다면, 漢字語가 韓國語語彙의 70%를 차지하므로 학생들은 韓國語標準發音을 거의 할 수 있게 된다. 따 라서 漢文科교육자들은 “漢字音의 正確한 敎育”은 漢文科의 時代的使命이자 特長임을 인식해야 한다. 글쓴이는 이런 관점에서 기존의 漢字音관련 論文들을 檢討해 보았는데, 현재 漢文科敎育에서는 長短音을 구별하지 않는 平讀이라는 잘못된 漢字音敎育을 大勢로 인정하고 있었다. 이는 時急히 바로잡아야 한다. 漢文科授業시간에 正確한 漢字音을 敎育하는 方法은 다음과 같다. 먼저 個別漢字音을 正確히 가르친다. 그리고 2․3자 漢字語, 4자 成語, 漢文, 漢詩는 나눌 곳을 각각 잘 알아서 끊어 읽게 해야 한다. 그리고 항상 제1音節에서만 長短音을 區別하여 發音하게 하면 된다. 漢文科敎師가 正確한 漢字音을 지도할 수 있으려면 본인이 먼저 正確한 漢字音을 알아야 한다. 그럴려면 敎育漢字代表訓音選定(案)(2000) 같은 책을 통해 漢字音의 長短音區別을 익혀야 한다. 漢文科에서 正確한 漢字音을 교육하면, 標準漢字音을 잘 배운 사람은 비록 한글專用으로 된 글일지라도 스스로 長短音을 區別하여 漢字를 正確히 朗讀할 수 있게 된다. 따라서 한글專用을 補完하기 위해서라도 漢文科에서는 正確한 標準漢字音을 敎育해야 한다.

This paper discusses what the basic principle of Korean consonantal assimilation and tensification is and how to teach the two processes to learners. Since some of the Korean phonological changes including these two processes are complicated and cannot easily be seen in other languages, students may face difficulty in learning such processes. It has been claimed that these processes are due to the "principle of economy" in pronunciation. That is, certain consonant clusters or consonantal sequences that are difficult to produce undergo changes in a way to make them easy to pronounce. In this paper I argue against such a claim by adopting the principle of English, which has two different types of consonant clusters, namely "word-initial and word-final clusters". The phonotactic constraints of the word-final clusters in this language, which are opposite to the case of word-initial clusters, have the ascending structure in the consonantal strength between the two consonants. We see that the two consonants in sequence in Korean have almost the same structure. Unlike English, these constraints must be obeyed whether words are simple or complex in Korean. The two consonants that are not kept up to these constraints by the morphological process undergo phonological process. This is the principle of consonantal assimilation and tensification in Korean, and thus, teachers (and also possibly learners) of Korean should recognize the principle to understand the processes correctly.

Hong, Mi-ju. 2006. A Study on the Relation between Actual Pronunciation and Attitudes toward Standard Pronunciation. The Sociolinguistic Journal of Korea, 14(1). The objective of this study was to investigate university students's pronunciation, their knowledge of standard pronunciation, attitudes toward standard pronunciation through a questionnaire on the relation between actual pronunciation and attitudes toward standard pronunciation. Analysis of the questionnaire shows several notable results. University students make nonstandard pronunciation such as ㅅ→ㅆ, ㅈ→ㅉ in initial positions and in consonant clusters of a declinable word stem ㄺ→ㄹ, ㄼ→ㄹ. University students also show a good knowledge of orthoepy. They tend to think that people should follow orthoepy as much as possible but at the same time, people can make use of nonstandard pronunciation if the pronunciation is easier for speaker. The result on attitudes toward orthoepy showed that if a speaker's own pronunciation corresponds with standard pronunciation, people think they should observe orthoepy. Results regarding the pronunciation of consonant clusters of a declinable word stem ㄺ→ㄹ, ㄼ →ㄹ, suggest that standard pronunciation of a declinable word stem ending in ㄺ, ㄼ should be modified.

The Sociolinguistic Journal of Korea, 14(1). The objective of this study was to investigate university students's pronunciation, their knowledge of standard pronunciation, attitudes toward standard pronunciation through a questionnaire on the relation between actual pronunciation and attitudes toward standard pronunciation. Analysis of the questionnaire shows several notable results. University students make nonstandard pronunciation such as ㅅ→ㅆ, ㅈ→ㅉ in initial positions and in consonant clusters of a declinable word stem ㄺ→ㄹ, ㄼ→ㄹ. University students also show a good knowledge of orthoepy. They tend to think that people should follow orthoepy as much as possible but at the same time, people can make use of nonstandard pronunciation if the pronunciation is easier for speaker. The result on attitudes toward orthoepy showed that if a speaker's own pronunciation corresponds with standard pronunciation, people think they should observe orthoepy. Results regarding the pronunciation of consonant clusters of a declinable word stem ㄺ→ㄹ, ㄼ →ㄹ, suggest that standard pronunciation of a declinable word stem ending in ㄺ, ㄼ should be modified.