전달력이 높은 초급 한국어 교사의 음성학적 특징
Acoustic Characteristics of Effective Teacher Delivery in the Beginning Korean Classroom.
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초록
This study aims to identify phonetic features affecting effective teacher delivery during Korean mock lessons. A total of 30 foreign Listeners were tasked with evaluating the delivery of nine instructors. Four teachers who were rated as either highly proficient(Teacher 1, 2) or less proficient(Teacher 8, 9) were selected for this study. The findings confirmed the following outcomes: (1) Highly communicative teachers had shorter average utterances (7.29 vs. 12.6 syllables per utterance). (2) A fast speaking rate was less conveying(3.7 vs. 4.3 syllables per second). (3) An excessively low pause rate between utterances reduced intelligibility. Teacher 1 had a 22.9% pause rate, while Teacher 9 had 7.6%. (4) Excessive pitch variation hindered intelligibility. Teacher 1 had an f0 change of 282.2 Hz, while Teacher 9 had 340.5 Hz. (5) Prolonged final syllables of intonational phrase(IP) impeded effective teacher delivery. Teacher 9 had over 3 times as many. (6) Lower intensity (57dB) can impact audibility, underscoring the significance of intensity in evaluating teacher delivery. This study provides insights into the effectiveness of teacher delivery in Korean language classrooms, serving as a foundation for further research in Korean language education.
Abstract
This study aims to identify phonetic features affecting effective teacher delivery during Korean mock lessons. A total of 30 foreign Listeners were tasked with evaluating the delivery of nine instructors. Four teachers who were rated as either highly proficient(Teacher 1, 2) or less proficient(Teacher 8, 9) were selected for this study. The findings confirmed the following outcomes: (1) Highly communicative teachers had shorter average utterances (7.29 vs. 12.6 syllables per utterance). (2) A fast speaking rate was less conveying(3.7 vs. 4.3 syllables per second). (3) An excessively low pause rate between utterances reduced intelligibility. Teacher 1 had a 22.9% pause rate, while Teacher 9 had 7.6%. (4) Excessive pitch variation hindered intelligibility. Teacher 1 had an f0 change of 282.2 Hz, while Teacher 9 had 340.5 Hz. (5) Prolonged final syllables of intonational phrase(IP) impeded effective teacher delivery. Teacher 9 had over 3 times as many. (6) Lower intensity (57dB) can impact audibility, underscoring the significance of intensity in evaluating teacher delivery. This study provides insights into the effectiveness of teacher delivery in Korean language classrooms, serving as a foundation for further research in Korean language education.
참고문헌 (18)
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