영어 발음 이해도(Intelligibility)에 관한 연구 분석

서진아 ( Seo Jin A ),윤여범 ( Yoon Yeo Bom ) 서울敎育大學校 初等敎育硏究所 2016 한국초등교육 Vol.27 No.3

원활한 의사소통이 이루어지기 위해서는 화자가 의도하는 의미를 바르게 표현해야 할 뿐만 아니라 청자가 이해하기 쉽도록 발화해야 한다. 따라서 발음 교육의 원칙 중 학습자의 이 해 가능한 발화를 강조하는 이해도 원칙(intelligibility principle)은 발음 교육의 목표로 강조 되고 있다. 그러나 연구마다 이해도에 대한 정의가 다르게 제시되어 있어 이에 대한 고찰 및 정리가 필요하다. 따라서 본 논문에서는 이해도에 관한 정의를 포함하여 이해도의 영향을 미 치는 요인, 자료 수집 방법, 이해도 측정 방법, 이해도 측정 척도를 중심으로 국내외 연구의 동향을 살펴보고 이를 비교·분석하였다. 총 18편의 논문을 대상으로 하였으며, 3편의 문헌 연구와 1편의 혼합 연구를 제외하고는 모두 양적 연구였다. 연구 대상자의 기초 자료 조사 결과, 화자의 모국어는 국내 연구에서는 한국어가, 해외 연구에서는 중국어가 가장 많았으며, 청자의 모국어는 대부분 영어였다. 또한 대학생 및 성인을 대상으로 한 연구가 대다수였으 며, 화자는 50명 이내, 청자는 10명 이내로 인원수를 정한 경우가 가장 많았다. 이해도의 정 의는 Munro and Derwing(2015)의 이해도 관련 용어를 사용한 연구가 가장 많았으며, comprehensibility, intelligibility, accentedness가 주로 다루어졌다. 이해도에 영향을 미치는 요인 을 분석한 결과, 넓은 범위의 요인에서는 외국인 말투가, 좁은 범위의 요인에서는 단어 강세 가 가장 많이 다루어졌다. 자료는 대부분 녹음을 하여 수집하였으며, 이해도 측정 방법으로 는 9척도가 6편의 연구에 사용되어 가장 많았다. 본 논문의 연구 결과, 1980년대 이후의 이해도 관련 연구 동향을 파악할 수 있었으며 이해도에 대한 정의와 이해도에 영향을 미치는 요인을 정리함으로써 향후 연구의 설계 및 구체적인 연구 방법을 제시할 수 있었다. 따라서 후속 연구에서는 지금까지 많이 이루어지지 않은 초등학생을 대상으로 한 이해도 연구가 필 요하며, 이해도 측정 방법 및 도구 또한 다양화할 필요가 있을 것이다. The main goal of the current paper is to propose appropriate directions toward teaching English pronunciation in Korea by reviewing the literature on intelligibility in English pronunciation. It is significant for non-native speaking learners to set a realistic goal such as attaining intelligibility rather than native-like pronunciation for successful communication. Thus, the intelligibility principle is highlighted as one of the most important goals in teaching English pronunciation. However, intelligibility has been differently defined in the literature. In the current paper, a total of 18 studies were reviewed; 14 quantitative studies, three literature studies, and one mixed-method study. It was found that native languages of speakers were mostly Korean in the studies by Korean researchers, and mostly Chinese in the studies published abroad, and that native languages of listeners were mostly English. Factors affecting intelligibility were analysed in a broad scope, i.e., foreign accent, speaking rate, and proficiency, and in a narrow scope that includes linguistic factors. Foreign accent was the most important factor in the broad scope and word stress was the most important factor in the narrow scope. Recording was used as a data collection method in 15 studies. In addition, listener judgments were used to measure intelligibility in 13 studies. The current paper showed the research trends of intelligibility since the 1980s, compared the definitions of intelligibility, and analyzed the factors affecting intelligibility. The results of the current paper showed that intelligibility is an important topic in teaching English pronunciation, that there have to be various research methods, and that more research needs to be carried out.

Native and non-native talkers` mutual speech intelligibility of English focus sentences

( Joo Kyeong Lee ) 경희대학교 언어연구소 2014 언어연구 Vol.31 No.3

This study investigates English L1 and L2 talkers` mutual intelligibility of focus speech. Speech intelligibility of non-native talkers by native listeners has been much examined in L2 studies, but L1 talkers` intelligibility for L2 listeners is relatively less highlighted although the success of speech communication between natives and non-natives depends on mutual comprehension. Therefore, both native and non-native talkers` mutual intelligibility is investigated in the identification tasks of focal prominence, Two perception experiments were conducted to measure Korean talkers` intelligibility of focus intonation for native listeners and similarly native talkers` intelligibility of the same stimuli for Korean listeners. Non-native Korean talkers and listeners` proficiency and focus type were varied. Listeners` accuracy and reaction time were measured, and all the data were statistically analyzed. Results showed that native listeners were more accurate at identifying broad and narrow focus sentences than contrastive focus ones, but that their reaction time was significantly more prompt to narrow focus stimuli than broad and contrastive focus stimuli. This suggests that Korean talkers are the most intelligible for narrow focus, next broad focus and the least intelligible for contrastive focus. Native talkers` intelligibility, on the other hand, did not seem to be affected by Korean listeners` proficiency or focus type. Both non-native Korean and native talkers were highly to moderately intelligible unlike segment intelligibility. This might be attributed to the fact that the listeners took advantage of top-down processing, utilizing contextual cues available in a whole sentence.

보청기 및 인공와우 착용아의 어음변별력과 어음명료도의 상관관계

이필상(Lee Pil-sang),주미영(Ju Mi-Young) 한국재활과학회 2005 難聽과 言語障碍 Vol.28 No.1

  The purpose of this study is to know the correlation and characteristics between the speech discrimination and speech intelligibility of 6 sounds(/a/, /u/, /i/, /m/, /∫/, /s/) and 25 words with primary or secondary stressed syllable between the hearing impaired children with hearing aids and cochlear implants. There are 10 children with hearing aids and 10 children with cochlear implants who, with hearing impaired hearing aids before the acquirement of language and without any other issues, participated.<BR>  The results of this study are as followings:<BR>  First, it indicates that an analogy was not found between speech discrimination and speech intelligibility for 6 sounds and 25 words with primary or secondary stressed syllable for the children with hearing aids. Although there was no error on /a/sound, but /s/sound had many errors in speech discrimination and speech intelligibility for the children with hearing aids. It was found that the level of words which had faults corresponded in order to plosives, affricate, fricative, nasals, with speech discrimination, and affricate, fricative, plosives, vowels, nasals, with speech intelligibility.<BR>  Second, there were no differences between speech discrimination and speech intelligibility for 6 sounds for children with coacher implants. However there was a similar correlation for 25 words with primary or secondary stressed syllable in them. It was shown that they had errors in speech discrimination and speech intelligibility for the /s/sound, on the wards level of speech discrimination in order to plosives, affricate, nasals, fricative, and on the speech intelligibility affricate, fricative, plosives, vowels.<BR>  Third, there were no differences in the 6 sounds for the two groups. However, it indicated that there were significant differences statistically in speech discrimination for 25 words with primary or secondary stressed syllable at the level t= 2.160, p= .045 p<.05. It indicated that there were significant differences, statistically in the speech intelligibility for 25 words with primary or secondary stressed syllable at the level t= 4.122, p= .001 p<.05.<BR>  As the result of the study is to prove similar characteristics in the speech discrimination and speech intelligibility for two groups and also show that children with cochlear implants have correlations in speech discrimination and speech intelligibility for 25 words with primary or secondary stressed syllable. It is showed that children with cochlear implants have higher grades over all, and there are significant differences in speech intelligibility and speech discrimination for 25 words with primary or secondary stressed syllable in the two groups.

Intelligibility and Comprehensibility in the Production of English Sibilants by Korean Learners

Jayeon Lim,Misun Seo 한국응용언어학회 2011 응용 언어학 Vol.27 No.3

This paper investigates intelligibility and comprehensibility in the production of English sibilants by Korean L2 learners of English. Identification and goodness of fit experiments were performed by native English speakers in order to measure intelligibility and comprehensibility. Various factors, such as position of English sibilants in words, frequency of words, types of English sibilants and proficiency of L2 learners were found to be influential on intelligibility and comprehensibility in a complex way. The effects of frequency and sibilant were inconsistent across positions, as measured by intelligibility and comprehensibility alike. The effect of frequency was inconsistent across sibilant pairs as measured by intelligibility, whereas the effect was consistent across sibilants according to comprehensibility. In addition, the effect of position was inconsistent across proficiency levels measured by comprehensibility, but not by intelligibility. The results of the study indicate that intelligibility and comprehensibility of L2 speech may be partially independent.

A Study on Intelligibility of Korean English in Cross-cultural Context

Yun Bum Kim,Hyun Gu Lee 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.2

According to Pickering (2006), the studies of intelligibility between NNS and NNS are still in an infant stage, which challenges this research. The purpose of this study is to measure the intelligibility of Korean English in a small scale of multi-cultural context in the Philippines from a perspective of a Korean speaker. A total of 14 speakers and listeners participated in the study. Among them, three Korean speakers were enrolled in APNTS (Asia Pacific Nazarene Theological Seminary): Speaker 1 (beginner), Speaker 2 (intermediate) and Speaker 3 (advanced). Eleven listeners were in graduate studies in APNTS with at least 500 scores in local English exam. They consisted of NS and NNS students, and measured intelligibility of NNS students (3 speakers). Findings showed that the level of each speaker's English proficiency influenced on the degree of intelligibility. The Speaker I struggled with recognizing hard lexis, and her lack of confident knowledge of lexis influenced negatively on the intelligibility, The Speaker 3 was rated relatively highly in the perception scales, however, her fast speaking rate took the negative role in the intelligibility. The Speaker 2 was rated the most intelligible, especially in his free speech. The result of the study illustrated that it was not only speaker's English proficiency but also listeners' proficiency that is connected to the intelligibility. Intelligibility was mutually interactive and depending on the speaker-listener variables.

A Study on Intelligibility of Korean English in Cross-cultural Context

김연범,이현구 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.2

According to Pickering (2006), the studies of intelligibility between NNS and NNS are still in an infant stage, which challenges this research. The purpose of this study is to measure the intelligibility of Korean English in a small scale of multi-cultural context in the Philippines from a perspective of a Korean speaker. A total of 14 speakers and listeners participated in the study. Among them, three Korean speakers were enrolled in APNTS (Asia Pacific Nazarene Theological Seminary): Speaker 1 (beginner), Speaker 2 (intermediate) and Speaker 3 (advanced). Eleven listeners were in graduate studies in APNTS with at least 500 scores in local English exam. They consisted of NS and NNS students, and measured intelligibility of NNS students (3 speakers). Findings showed that the level of each speaker’s English proficiency influenced on the degree of intelligibility. The Speaker 1 struggled with recognizing hard lexis, and her lack of confident knowledge of lexis influenced negatively on the intelligibility, The Speaker 3 was rated relatively highly in the perception scales, however, her fast speaking rate took the negative role in the intelligibility. The Speaker 2 was rated the most intelligible, especially in his free speech. The result of the study illustrated that it was not only speaker’s English proficiency but also listeners’ proficiency that is connected to the intelligibility. Intelligibility was mutually interactive and depending on the speaker-listener variables.

Native and non-native talkers' mutual speech intelligibility of English focus sentences

이주경 경희대학교 언어정보연구소 2014 언어연구 Vol.31 No.3

This study investigates English L1 and L2 talkers' mutual intelligibility of focus speech. Speech intelligibility of non-native talkers by native listeners has been much examined in L2 studies, but L1 talkers' intelligibility for L2 listeners is relatively less highlighted although the success of speech communication between natives and non-natives depends on mutual comprehension. Therefore, both native and non-native talkers' mutual intelligibility is investigated in the identification tasks of focal prominence, Two perception experiments were conducted to measure Korean talkers' intelligibility of focus intonation for native listeners and similarly native talkers' intelligibility of the same stimuli for Korean listeners. Non-native Korean talkers and listeners' proficiency and focus type were varied. Listeners' accuracy and reaction time were measured, and all the data were statistically analyzed. Results showed that native listeners were more accurate at identifying broad and narrow focus sentences than contrastive focus ones, but that their reaction time was significantly more prompt to narrow focus stimuli than broad and contrastive focus stimuli. This suggests that Korean talkers are the most intelligible for narrow focus, next broad focus and the least intelligible for contrastive focus. Native talkers' intelligibility, on the other hand, did not seem to be affected by Korean listeners' proficiency or focus type. Both non-native Korean and native talkers were highly to moderately intelligible unlike segment intelligibility. This might be attributed to the fact that the listeners took advantage of top-down processing, utilizing contextual cues available in a whole sentence.

The Influential Factors upon Speech Intelligibility of Adolescents with Cochlear Implants

강지송(Jisong Kang),하승희(Seunghee Ha) 한국언어청각임상학회 2013 Communication Sciences and Disorders Vol.18 No.3

배경 및 목적: 본 연구에서는 인공와우를 이식한 청소년의 말명료도에 영향을 미치는 요인을 인공와우 이식 시기, 청각-언어재활 시작시기, 보정청력, 문장인지도, 언어능력, 조음능력으로 가정하고 말명료도와의 관계를 알아보고자 하였다. 방법: 화자집단은 중학교 1학년-고등학교 3학년으로 인공와우를 이식 후 1년 이상 경과한 청소년 중 통제된 20명을 선정하였다. 말명료도 분석을 위한 청자집단은 언어치료사로 6개월 이상 청각장애를 대상으로 언어치료를 하여 청각장애 발화에 대한 듣기 경험이 있는 21명을 선정하였다. 청각장애 청소년의 인공와우 수술시기, 청각-언어재활 시작시기, 보정청력 그리고 문장인지도에 대한 정보를 수집하였고 언어능력과 자음정확도를 통한 조음능력을 평가하였다. 말명료도 점수는 청각장애 청소년이 읽은 3어절의 9문장을 청자집단이 철자 전사한 자료를 바탕으로 평가하였다. 말명료도 점수 70%를 기준으로 상위집단과 하위집단을 나누어 각 변인 별 집단 간의 차이를 살펴보았고, 말명료도와 관련변인들 간의 상관관계 분석을 실시하였다. 결과: 말명료도 상위집단과 하위집단의 차이검증에서 6개의 변인 중 조음능력과 문장인지도가 통계적으로 유의한 차이를 나타냈다. 상관관계 분석에서는 조음능력과 문장인지도 그리고 언어능력이 말명료도와 유의한 상관을 나타냈다. 논의 및 결론: 본 연구는 인공와우를 이식한 청소년의 말ㆍ언어중재에서 의사소통 능력의 척도인 말명료도를 향상시키기 위해 문장인지도와 조음능력 그리고 언어능력에 대한 고찰이 필요함을 제안하고 있다. Objectives: This study aimed to investigate whether and to what extent of age for cochlear implantation, the onset of hearing and language rehabilitation, aided hearing level, sentence recognition scores, and language and articulation abilities influence speech intelligibility of adolescents with cochlear implants. Methods: Twenty middle and high school students who received cochlear implants more than 1 year ago participated in the study as speakers. Twenty-one speech-language pathologists who have clinical experiences with individuals with haring losses were involved as listeners. Information for timing of cochlear implants, onset of hearing and language rehabilitation, aided hearing level, and sentence recognition scores of the speaker group were obtained. Additionally, the language and articulation abilities of the adolescents with hearing losses were evaluated. For speech intelligibility scores, speakers were asked to read 9 sentences and listeners performed orthographic transcriptions on the recorded reading materials. The speakers were divided into two groups based on percentage on correct scores of intelligibility: the high and low speech intelligibility groups. The t-tests were performed to determine whether there were significant differences on the six variables between the two groups. Correlation analysis was also conducted between speech intelligibility and the variables. Results: The study results revealed that the articulation ability and sentence recognition scores were significantly different between the high and low speech intelligibility groups. Also, the speech intelligibility and three variables of articulation ability, sentence recognition scores, and language ability were significantly correlated. Conclusion: This study suggested that articulation, language, and sentence recognition competencies were considered to improve speech intelligibility for adolescents with cochlear implants.

인공와우이식 아동의 모음공간면적과 말명료도

박혜미(Park, Hyemi),허명진(Huh, Myungjin) 한국음성학회 2014 말소리와 음성과학 Vol.6 No.2

This study measured speech intelligibility in relation to the vowel space area and the perception of the listener through acoustic analysis of children who had received cochlear implants. It also provided basic data in the evaluation of speech intelligibility by analyzing the correlation between the vowel space area and speech intelligibility. As a research method, the vowel space area was analyzed by obtaining the value of F1, F2 in children three years after receiving cochlear implants, and compared them to normal children by measuring speech intelligibility through interval scaling. A product-moment correlation analysis was conducted to investigate the correlation. Results showed that the vowel space area of the children who had received cochlear implants was significantly different from that of the normal children, though their speech intelligibility showed similar points to those of the normal children. The results of the correlation analysis on the vowel space area and speech intelligibility showed no significant correlation. Therefore, the period of improving intelligibility after receiving cochlear implants and the objective standards of the vowel space area could be established. In addition, the acoustic rating was required to increase the accuracy of the objective measurement in the evaluation of speech intelligibility.

학습자 수준과 평가자 변인에 따른 단어 명료도 측정 연구 - 중국인 학습자를 대상으로 -

윤은미,김현기 국제한국어교육학회 2013 한국어 교육 Vol.24 No.2

The aim of this study was to evaluate whether Korean language learner’s word intelligibility is consistent across listener’s differing in linguistic acknowledge background and to search the word intelligibility by Korean leaners level. For this, six basic level and six intermediate level Chinese learners participated. Subjects were instructed to use comfortable conversational levels of pitch and loudness while taking Picture Consonant Articulation test(PCAT). Word intelligibility rates obtained from three groups consisted of students, korean instructors and speech language pathologists. The main results of this study are as follow: There was no word intelligibility difference significantly by Korean leaners level. However, Subjects’ word intelligibility evaluation depending on raters variations had significant differences between group B and C. Speakers’ gender and Raters’ gender had a negative effect on word intelligibility mildly. This study showed that there were no positive relationship Korean leaners level and word intelligibility and raters variation had an effect on evaluation of word intelligibility. (Chonbuk National University)