대학생들의 영어모음 학습 전후의 발화와 지각
Production and Perception of English Vowels by College Students Before and After Lessons
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English vowels are difficult to teach and learn because both teachers and learners cannot show or see shapes of vocal tract inside their own mouth cavities. The aim of this study is to examine what kind of changes occur in production and perception of English vowels by college students before and after lessons in order to provide fundamental materials for teaching students English vowels. Fifteen volunteer female students attending an English phonetics course participated in the lessons for one and half a month period. Formant values of vowels produced and perceived before and after the lessons were obtained using Flying Popcorn and Praat. Results showed that a produced vowel space after the lessons was greater than that before the lessons with no significant difference. Distances between some adjacent corner vowels were too close to be distinguished. Secondly, perceived vowels before and after the lessons were almost the same. Here again, some adjacent vowels were closely spaced. Thirdly, three groups which were divided by the length of the distance between the vowel /i-æ/ showed similar patterns in their perception and production. Generally the vowel space expanded from [u] to [æ]. The author concluded that there was no drastic improvement of vowel perception and production within a short period of time. Further studies would be desirable to examine how successful any long-term English vowel lessons would be and which methods should be taken to evaluate students’ achievements proposed here
Abstract
English vowels are difficult to teach and learn because both teachers and learners cannot show or see shapes of vocal tract inside their own mouth cavities. The aim of this study is to examine what kind of changes occur in production and perception of English vowels by college students before and after lessons in order to provide fundamental materials for teaching students English vowels. Fifteen volunteer female students attending an English phonetics course participated in the lessons for one and half a month period. Formant values of vowels produced and perceived before and after the lessons were obtained using Flying Popcorn and Praat. Results showed that a produced vowel space after the lessons was greater than that before the lessons with no significant difference. Distances between some adjacent corner vowels were too close to be distinguished. Secondly, perceived vowels before and after the lessons were almost the same. Here again, some adjacent vowels were closely spaced. Thirdly, three groups which were divided by the length of the distance between the vowel /i-æ/ showed similar patterns in their perception and production. Generally the vowel space expanded from [u] to [æ]. The author concluded that there was no drastic improvement of vowel perception and production within a short period of time. Further studies would be desirable to examine how successful any long-term English vowel lessons would be and which methods should be taken to evaluate students’ achievements proposed here
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