107 Student s Perception of Linked or Clear English Speech 1) * ** S uny i Hw ang B y ung g on Y ang A B S T RA CT T his study examined how w ell Korean undergraduate students perceived linked or clear English speech and attempted to find areas of difficulty in their English listening caused by phonological variations. T hirty nine undergraduate students participated in listening sessions. T hey w ere divided into high and low groups by their T OEIC listening scores. Samples of linked speech included such phonological processes as linking, palatalization, flapping, and deletion. Results show ed that the students had more problem perceiving linked speech than perceiving clear speech. Secondly, both the higher and the low er groups scored low on the linked speech. T he low er group had more score difference between linked and clear speech. T hirdly, the students scores increased from the speech with flapping, through deletion, palatalization, to linking. Finally, there was a strong positive correlation betw een their T OEIC listening scores and the perception scores. Further studies w ould be desirable on the level of improvement of T OEIC scores by training the students listening ability using the linked speech. Keyw ords : linking, phonolog ical v ariations, English lis tening, s peech perc eption 1.,,.,.,,.. 6 * **
108 13 3 (2006. 9).,.,,.,,. (Avery & Ehrlich, 1992). (Bailey, 1999; Simpson, 1992), (Dauer & Brown, 1992; Field, 2003). Ur (1997). (, 1997;, 1997;, 2001). (, 2002;, 2003;, 2002;, 2004;, 2004;, 1997).., (, 2003;, 1997).. (, 2001;, 2003;, 2005;, 1997),.,. (2003) 33. 130 (, 2005).,
109,.. 2. 2.1 2, 3, 4 39. 6,,,. 450 965 688. 180 495, 338. 39 180 330 20, 340 495 19. 2.2,, (Fuksaw a, 2004).. 175 Praat 16 bit, 22050 Hz 8..,,,, 40% 80%. 20, 20, 17, 20 77 3. 2, MZ- R30(SONY). Praat 16 bit, 22050 Hz, 39 38, 7. 9
110 13 3 (2006. 9), 10. +, +, / m, n, l/ +, / r/ +, +/ j/ 2 10, 5 10, 5 4 9, 2, / h/ 2, 2, 4. 5, 3. 2., T he bottle had a metal cap. bottle metal l. 2. 40.,. 2.3...,.., SPSS 12.0K. 3. 3.1 < 1>. 1. ( 39 ) (%) 16.41 8.84 640 41 1560 25.59 8.38 998 64
111 < 1>, 23%. T OEIC. < 2>. 2. ( ) (40) (%) (19) 23.89 5.81 454 60 760 31.95 5.42 607 80 (20) 9.30 3.89 186 23 800 19.55 5.81 391 49 60% 23%,. 80%. 20% 26%,. (, 1997;, 1997;, 2001). (, 2002;, 2002;, 2004;, 2004;, 1997;, 2003;, 1997),,. 3.2 < 3>. 3. ( 39 ) (10) (%) 2.72 2.53 106 27 6.41 2.66 250 64 4.15 2.63 162 42 6.82 2.00 266 68 390 5.02 2.28 196 50 5.64 2.44 220 56 4.51 2.49 176 45 6.72 2.47 262 67
112 13 3 (2006. 9) < 3> 390,,,.,,. 36%. 26% 22%, 6%.,. (2005) (34.17%), (28.50%), (21.50%), (20.70%), (9.80%) (2003) 56.9%, (, ) 51.3%, 40.4%, 30.5%.,,,..,,,, to (, 2001) 48%,., < 4> +, +, / m, n, l/ +, / r/ +, +/ j/.
113 (%) + 19 24 53 68 + 25 32 67 86 / m, n, l/ + 78 20 26 43 55 / r/ + 13 17 37 47 +/ j/ 29 39 50 64 < 4>., / r/ + (17%), + (24%), / m, n, l/ + (26%), + (32%), +/ j/ (39%). / r/ +,. cup and coffee, cupboard, curtain, cotten, up on about, uppen, cup and up on, there any, you, any, three, they. beer in / r/
114 13 3 (2006. 9) building, beer, feeling, billing. < 5> 5 10. (%) 77 39 116 59 195 85 44 150 77 < 5> 77% 18%. 50% 5%., is yet is at, isn t, house shakes how shakes, house shape, his sharp he shut, he shocks. read your read / d/ / j/ / /, lead your / l/ / r/, at yourself / t/ / j/ / /, at children, at chairs / /.
115 < 6>. 6. ( 39 ) (%) 66 34 86 44 195 130 67 134 69 < 6>. 25%. 50%. eat it up hitted up, enough,. set aside, / / / t/. said, said side, set side, aside side. (69%), shouting showing, shout, show him, battle batter, bedroom, bottle battle, button. < 7>,, / h/,. 4 2.
116 13 3 (2006. 9) (%) 78 17 22 78 61 78 / h/ 78 35 45 78 48 62 78 60 77 78 62 79 156(78) 64(32) 41 156(78) 91(46) 58 < 7> 60, 62,. 17 61. 4, (22%), (41%), / h/ (45%), (77%). good and and / / good and. on his his / h/. my, w as, from his from is / h/. saved six / v/, / d/. saved sales six, says six, sell six. pushed themselves put, push, themselves., / h/,
117,. 3.3. SPSS Pearson 0.901. < 1>. (Dauer & Brown, 1992; Field, 2003). (, 2002;, 2002;, 2004;, 2004;, 1997). 1.,..
118 13 3 (2006. 9) 4. 39 1.,..,,.,,,,..,,,., / r/ +,,.,,, / h/., 0.901.,.,..,. 2003.., 11 2, 105-117.. 2002..... 1997..... 2004..... 2003. - -.... 1997.., 52(4), 265-285., 2005.., 12 3, 139-151.
119. 2005.., 12(1). 273-293.. 2002..... 2003..... 2001..... 2004..... 1997.... Avery, P. & Ehrlich, S. 1992. T eaching A m erican Eng lish P ronunciation. Oxford, UK: Oxford University Press. Bailey, T. M., Plunkett, K. & Scarpa, E. 1999. A cross- linguistic study in learning prosodic rhythms : Rules, constraints, and similarity. Lang uag e and Sp eech, 42, 1-38. Dauer, R. & Brown, S. 1992. T eaching the pronunciation of connected speech. Pap er p resented at the annual m eeting of the teachers of E nglish to sp eak ers of other lang uag es. Vancouver, Canada. Field, J. 2003. Promoting perception : Lexical segmentation in L2 listening. EL T J ournal, 57, 325-334. Fuksaw a, T. 2004. A g uide to p erf ect E nglish p ronunciation. Seoul: Ulchi Munhw asa. Simpson, A. 1992. I nterviews between native sp eak ers and non- native sp eak ers as material f or lis tening comp rehension. Chicago: University of Chicago Press. Ur, P. 1997. T eaching listening comp rehens ion. N. Y.: Cambridge University Press. : 2006. 7. 21 : 2006. 8. 23 30 ( : 609-735) E- mail: durumi@hanmail.net 30 ( : 609-735) H.P.: 010-9618- 7636 E- mail: bgyang@pusan.ac.kr Website: http:/ / fonetiks.info/ bgyang