This document summarizes and compares features of Korean, Japanese, and English languages. It discusses phonological and morphological differences such as consonant and vowel phonemes. Korean and Japanese are topic-prominent languages that rely on word endings, while English is subject-prominent and relies on word order. The writing systems are also compared, with Korean having a unique alphabet created for phonetic representation. Implications for teaching a second language are that differences can pose pronunciation challenges, but understanding morphological features can help literacy instruction by relating words across languages.
If you only ever teach ESL/EFL students one thing in Pronunciation let it be this. Research shows the best way to teach new information is by attaching it to old information (things learners already know). What is the first and often only thing students know in a new language? The names of colors. This webinar teaches how to use the names of colors, ABC and first language as an accurate, inclusive foundation for the pronunciation of all English
If you only ever teach ESL/EFL students one thing in Pronunciation let it be this. Research shows the best way to teach new information is by attaching it to old information (things learners already know). What is the first and often only thing students know in a new language? The names of colors. This webinar teaches how to use the names of colors, ABC and first language as an accurate, inclusive foundation for the pronunciation of all English
Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
Learning phonetics will help a foreign speaker sound more like a native speaker by making them aware of the different sounds that English makes use of.
A presentation prepared in this regards is being shared herewith for the records and general sharing. :)
Long Monophthong is a longer sound compared to Short Monophthongs. For more on Long Monophthongs, visit www..languagelab.sg/books for a sample of "Learning Guide 1 - Phonemic Awareness'.
Short Monophthongs are shortest vowel sounds. Learn to read them correctly here. Download sample worksheets or ALL 10 worksheets by sharing about this topic on our FB Page!
This is aimed to teach Korean from basics to people who are interested.
This lesson focuses on Korean alphabets, character placement and how to write your names, or any word basically.
Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
Learning phonetics will help a foreign speaker sound more like a native speaker by making them aware of the different sounds that English makes use of.
A presentation prepared in this regards is being shared herewith for the records and general sharing. :)
Long Monophthong is a longer sound compared to Short Monophthongs. For more on Long Monophthongs, visit www..languagelab.sg/books for a sample of "Learning Guide 1 - Phonemic Awareness'.
Short Monophthongs are shortest vowel sounds. Learn to read them correctly here. Download sample worksheets or ALL 10 worksheets by sharing about this topic on our FB Page!
This is aimed to teach Korean from basics to people who are interested.
This lesson focuses on Korean alphabets, character placement and how to write your names, or any word basically.
, Phonological systems are rule-governed; that is, they operat.docxdurantheseldine
, Phonological systems are rule-governed; that is, they operate according to certain rules and are
: manifested as patterns.The word used for individual speech sounds is phones, and the study of the
; characteristics, or features, of phones of all languages is called phonetics (Yule, 2010). Although the
I focus is on the English sound system, it is important to note that each language is systematic in its
patterning, and that although similarities exist across all languages, differences abound.
Phonology
The study of the sound system of languages, called phonology, helps teachers understand many
challenges English learners (ELs) face, both in hearing and producing the sounds of a new language.
This knowledge also assists teachers in diagnosing errors second language (L2) readers typically
make when reading aloud and in predicting how this affects comprehension, accuracy, and fluency.
This section is fundamental to an understanding of linguistics because it introduces a number of
important concepts that are revisited at other levels of language. The first section is on the basic con
cepts of phonology; the second is about the consonants of English; the third provides an overview of
the English vowels; and the fourth is about suprasegmentals, the phonological phenomena affecting
pronunciation at word and phrasal levels. An examination of the learning processes involved when
a learner encounters a new language is presented along with activities to support educators and
students in discovering the characteristics of how the sound systems function, as well as ways to
apply knowledge of phonology to help students overcome difficulties. See Figure 5.1.
g
"i,':
.§
~
_;;
Sounds
l--- --L-..-.
~
~'------........-'
=
j
_;;
..... = = "' @
Intonation
Word stress
Rhythm
Features of
connected speech
Figure S.1. Phonology.
-[ill-
A uniYersal concept across languages is the phone, or sound, as represe:-.?.:: ::-- .:. ..=~ o:::- 0::.~er 5;-::-.::... "
between brackets, such as [p ]. Note that [pl between brackets represents ti-.E s.:::. ~ 2..:'".i ~~ 'p ' in si.-.~
quotation marks represents the letter. The concept of phone is a uni\·ersal o:-.e: a _e::cr or other syrr.x_
in brackets indicates thatit is part ofa system that includes all the world's languages. The Intemationa..
Phonetic Alphabet (IPA) includes all these phones using a unique symbol for each sound.
The sound of [p] in English actually has three different variants, the aspirated [p] in 'pit', fr.:c
unaspirated [p] in 'shopping' and the unreleased [p] in 'stop'. Even though English has these ya::
ants, called allophones, of [p ], they are still the same phoneme. That is, the same symbol is used.::
represent all the variants of [p] for English. A phoneme is represented by a symbol that includes L
possible variants (allophones) of a particular sound in a particular language, and is written ben..,·ee:
slashes, as in / p /. Aspiration o.
1. What is the difference between equality and equity and to what .docxdurantheseldine
1. What is the difference between equality and equity and to what extent do we need to be inclusive of others? Be sure to reference at least one philosopher or ethical framework as support for your reasoning (200-250 words)
https://inclusion.com/site/wp-content/uploads/2017/12/Ethics-of-Inclusion.pdf
2. Choose one of your representatives (U.S. House of Representatives, U.S. Senate) and write a letter to him or her advocating for a particular policy position. You may include personal information and arguments ("As a lifelong hunter..." "As a mother of small children...") but you should also use some facts and figures drawn from your own research. Your letter should make at least two specific arguments, backed up with some sort of data, and be at least 300 words in length.
, Phonological systems are rule-governed; that is, they operate according to certain rules and are
: manifested as patterns.The word used for individual speech sounds is phones, and the study of the
; characteristics, or features, of phones of all languages is called phonetics (Yule, 2010). Although the
I focus is on the English sound system, it is important to note that each language is systematic in its
patterning, and that although similarities exist across all languages, differences abound.
Phonology
The study of the sound system of languages, called phonology, helps teachers understand many
challenges English learners (ELs) face, both in hearing and producing the sounds of a new language.
This knowledge also assists teachers in diagnosing errors second language (L2) readers typically
make when reading aloud and in predicting how this affects comprehension, accuracy, and fluency.
This section is fundamental to an understanding of linguistics because it introduces a number of
important concepts that are revisited at other levels of language. The first section is on the basic con
cepts of phonology; the second is about the consonants of English; the third provides an overview of
the English vowels; and the fourth is about suprasegmentals, the phonological phenomena affecting
pronunciation at word and phrasal levels. An examination of the learning processes involved when
a learner encounters a new language is presented along with activities to support educators and
students in discovering the characteristics of how the sound systems function, as well as ways to
apply knowledge of phonology to help students overcome difficulties. See Figure 5.1.
g
"i,':
.§
~
_;;
Sounds
l--- --L-..-.
~
~'------........-'
=
j
_;;
..... = = "' @
Intonation
Word stress
Rhythm
Features of
connected speech
Figure S.1. Phonology.
-[ill-
A uniYersal concept across languages is the phone, or sound, as represe:-.?.:: ::-- .:. ..=~ o:::- 0::.~er 5;-::-.::... "
between brackets, such as [p ]. Note that [pl between brackets represents ti-.E s.:::. ~ 2..:'".i ~~ 'p ' in si.-.~
quotation marks represents the letter. The concept of phone is a uni\·er.
Sounds stress and intonation in the English languageMohan Raj Raj
This Powerpoint showcases a brief outline on these aspects of the English language which includes a crisp introduction to the sounds, stress and intonation.
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2. Contents
1. Primary features of Korean, Japanese and English
Similarities and differences
2. Phonological Analysis
Consonant phonemes
- Consonant phonemes charts
- Simplified consonant phonemes charts
- Korean students’ pronunciation difficulties in English consonants
Vowel phonemes
- Vowel Phonemes Charts
- Overlapped Vowel Charts
- Korean students’ pronunciation difficulties in English vowels
3. Morphological Analysis
4. Writing system
5. Implication for teaching reading and a second language in linguistic
perspectives
3. Primary Features of Three Languages
Features
Origin (Share
similar
etymology)
Types of
Languages
Words
order
Syllables
counting
•
Similarities in Korean and Japanese
Korean language -Altaic language? Or Language isolate?
Japanese language -Korean? Or Altaic?
phonetic
Analytic?
One morpheme per word
Agglutinative? (p.169)
Combining many morphemes into a word
1. Subject + Object + Verb
Head (primary morpheme) final
Left-branching, so it is difficult to branch out.
2. Topic-prominent language (subject is frequently omitted
when the subject is assumed.)
3. It relies more on word endings because markers
(particles) can signal subject, object and others.
Cf. As we share many particles, we can communicate if we
know words in each language.
Each letter has one syllable
5 syllables スフリソク (su+pu+ri+n+gu)
3 syllables 스프링(su+phwu+ling)
English
Indo- European language
Synthetic? (p.169)
Meaning of two words are
combined, but used as one word.
1. Subject + Verb + Object
Head initial
Right-branching, so it is easy to
keep extending sentences.
2. Subject-prominent language
3.It relies more on word orders, if
words are moved in a sentence, the
meaning changes.
Many syllable rules, but counting
vowels
Ex) spring 1 syllable
Differences of Japanese and Korean
a. Syllable structures (Phonology) – Open? Closed?
Consonant + Vowel + Consonant/ Consonant + Vowel/ Consonant + Vowel
b. Politeness marking (Pragmatics) - Unconditional or conditional honorifics
c. Word spacing (Graphic)
•
Commonality of all languages
Languages seem to have words that function like nouns and other words that serve as verbs. Humans describe
their world by naming objects and actions, and these categories may be part of Universal Grammar. In addition,
5. - Simplified consonant phoneme charts in three languages
Manner of
English
Korean
Japanese
articulation
p
t
b
Fricatives
f
k
d
θ
g
ʃ
s
p
t
c
k
p*
ph
Stops
t*
th
c*
ch
k*
kh
b
d
h
p
ʃ
s
k
b
g
t
d
g
s
h
h
S*
v
ð
z
Liquids
Glides
z
dʒ
tʃ
Affricates
Nasals
ʒ
m
tʃ
ŋ
n
z
m
l/ɾ
n
ŋ
m
r/l
y
w
w
ŋ
n
r
j
w
j
6. - Korean students’ pronunciation difficulties in English
consonants
Stops
(b/d/g/p/t/k)
Fricatives
(f/θ/s/ʃ/v/ð/z/ʒ/h)
/b/(ㅂ) – One of the most difficult sounds.
This is a voiceless sound in Korean unlike English except the sounds between vowels.
/d/ (ㄷ) – The manner and place of articulation are different between two languages.
Korean voiceless dental sound
English voiced alveolar sound
/z/ (ㅈ)- in Korean, voiceless sound except the sounds between vowels
/f/,/ð/,/θ/,/v/,/z/,/ʒ/- do not exist
/ʒ/- one of the most difficult consonant to Korean students
Affricates (dʒ /tʃ) tʃ (취, 추) - more tensed and rounded sounds in Korean than English tʃ sounds
/y/ (이) easy to learn, but /yi/and /yɪ/ sounds do not exist.
/w/ (우) we have /w/ sounds but the place to articulate is different but /wu/, /wo/. /wɔ/
do not exist in Korean.
Glides
(y/w)
Nasals
(m/ n /ŋ )
Liquids
(l/r)
/ŋ/ (잉) – need to pronounce more strongly.
ㄹ is the flap /ɾ/ sound only between vowels, and the rest of the /ㄹ/ sound is
pronounced as the /l/ sound, so it is difficult to distinguish /l/ and /r/.
Pronunciation difficulties come from the differences of the manner and place of
articulation in order to pronounce a same letter or word.
7. Vowel Phonemes Charts
10 Korean Vowel
5 Japanese Vowels
• ㅏ/ㅓ/ㅗ/ㅜ/ㅡ/ㅣ/ㅑ/ㅕ/ㅛ/ㅠ
a/eo/o/u/i/ eu/ya/yeo/yo/yu
• あ/い/う/え/お
a/i/u/e/o/
20 American English Vowels
8. Overlapped Vowel Charts
Blue: American English Vowels
Green: Korean Vowel
Orange :Japanese Vowels
• We all have iː sound, but do not
have ɪ in Korean and Japanese. Ex)
list -least-, rich-reach /이/, /い/
• Korean has a few ‘mid front’ sounds
such as /eː (에) /ø/ (외) /ɛː/(애),
/
so it is not challenging making /e/
sound. Japanese has also e (え)
sounds, and it can be pronounced
/e/ or /ɛ/. (set, chaotic)
• /æ/ sound does not exist in both
Korean and Japanese.
iː– 이
i–い
eː에
/ɯː ㅡ
/
/ɯβ/う (u)
/u/ ㅜ
/oː
/ㅗ
/ʌː
/ㅓ
øː외
o- お (o)
ę- え (e, ɛ )
ɛː애
/aː 아
/
•
•
あ/い/う/え/お
a/i/u/e/o/
ㅏ/ㅓ/ㅗ/ㅜ/ㅡ/ㅣ/ㅑ/ㅕ/ㅛ/ㅠ
a/eo/o/u/i/ eu/ya/yeo/yo/yu
ä- あ ( ɑ, ʌ)
9. - Korean students’ pronunciation difficulties in English
vowels
1. /i/- /ɪ/ (Japanese also do not have
/ɪ/ sounds.
least- list, reach- rich, sheep- ship,
2. /æ/-/ɛ/
sat-set, had-head, sad-said, man-men varyvery, marry-merry, bag-beg, mass-mess
3. /U/-/u/
full-fool, pull-pool, soot-suit, look-Luke,
would-wooed, should-shoed, hood-who’d
4. /o/-/ɔ/
Pronouncing /ə/ is not difficult, but when /ə/
should be used is difficult to them.
Doctor, consider, particularly
[daktɚ], [kənsɪdɚ], [pɚtɪkjulɚli]
[daktɔr], [kɔnsɪdər], [patɪkjularli] - Korean’s
mispronunciation
5. /ʌ/ - most difficult to pronounce
sun, cut, dull, son, come, done, month..
10. Morphological Analysis
-Topic prominent languages/word endings vs. Subject prominent languages/word orders
Yuka gave that book to Ai’s child = Yuka gave Ai’s child that book (171p).
Korean
Japanese
yukha-ga Ai-uy aie-ykey ku chayk-ul cwu-ess-ta.
yuka-ga Ai-no kodomo-ni sono hon-o ageta.
yukha-ga ku chayk-ul Ai-uy aie-ykey cwu-ess-ta.
yuka-ga sono hon-o Ai-no kodomo-ni ageta.
ai-uy aie-ykey Yukha-ga ku chayk-ul cwu-ess-ta.
ai-no kodomo-ni Yuka-ga sono hon-o ageta.
ai-uy aie-ykey ku chayk-ul Yukha-ga cwu-ess-ta.
ai-no kodomo-ni sono hon-o Yuka-ga ageta.
ku chayk-ul Yuka-ga Ai-uy aie-ykey cwu-ess-ta.
ku chayk-ul Ai-uy aie-ykey Yuka-ga cwu-ess-ta.
sono hon-o Yuka-ga Ai-no kodomo-ni ageta.
sono hon-o Ai-no kodomo-ni Yuka-ga ageta.
1. -ga (Korean and Japanese) is followed by the subject of the sentence so, wherever youka is
placed, the –ka shows it is the subject.
2. -ykey (Korean) and -ni (Japanese) marks the indirect object.
3. -ul (Korean), -o (Japanese) is the marker which signals the direct object.
4. cwu-ess-ta (Korean), ageta (Japanese) are verbs which ends the sentence.
Noun -hon = chayk = book
-aie= kodomo = child
As markers attached to the nouns show how the nouns function in the sentences, the noun can
be moved around. But in English (Analytic language), meaning will change. That is because
English relies on word orders to signal the subject or object, not on word endings the way
Korean and Japanese does.
11. Types of Writing System
Chinese
Logographic
writing
我 [wǒ]
Meaning :
I,ME,MYSELF
Japanese
Korean
English
Phonographic writing
Syllabic writing
カ ga(C+V)
Phonemic writing(Alphabetic writing)
ㄴ,ㄷ,ㅌ..(Consonant
)
ㅣ,ㅏ,ㅑ… (Vowel)
Korean Alphabet(Hangul) was created by King Se-jong, the
Fourth King of Jo-seon Dynasty (in 1444, 15c).
The letters of Hangul were designed from the place of
articulation of sounds.
ex) when you pronounce /ㄴ/, the shape of your tongue
looks like ㄴ. So he made ㄴ by coping the shape.
B,C,D…(Consonan
t)
a, i, u, e, o. (Vowel)
12. The vowel “ㅏ( „ ), ㅡ, ㅣ” use three elementary shapes representing the three
powers, that is, the heaven, the earth, and the man. „ㅏ(·)‟ is a round dot, „ㅡ‟ is a
horizontal line. „ l ‟ is a vertical one.
Based on these three sounds, the rest of vowel sounds are created by mixing three
basic vowels. Hangul is the featural alphabet wherein the shapes of letters are not
arbitrary, but encode phonological features of the phonemes they represent.
13. The shapes of consonants correspond to the position of speech organ during
articulation. To be specific, The six core letters ㄱ(g), ㄴ(n), ㅁ(m), ㅅ(s) and
O(ng) are the basic consonants. Of the consonants, ㅋ(k), ㄷ,ㅌ(t), ㅂ,ㅍ(p)
ㅈ(ch), ㅎ(h) which have the stronger sound than ㄱ,ㄴ,ㅁ,ㅅ, and O were
made by adding an extra stroke to the basic consonants respectively.
14. 5. Implication for teaching reading and a second language in
linguistic perspectives
Phonology - The most difficult case was a situation in which one item in the
native language was represented by two or more items in the second
languages. However, differences do not pose problems if students are focused
on making meaning but they do constitute potential barriers when instruction
focuses on language itself (p95).
Morphology- Teacher can enhance students’ learning by teaching general
academic vocabulary and by engaging students in cognate studies.
Knowledge of morphology can inform teachers as they make decisions about
the best way to teach reading and to teach English language learners (p214).
15. Reference
Freeman, David E. (2004). Essential linguistics: what you need to know teach
reading, ESL, spelling, phonics, and grammar.
Bibliography
http://en.wikipedia.org/wiki/Korean_phonology
http://en.wikipedia.org/wiki/Japanese_phonology
http://jdm0777.com/jdm/ilboneo.htm
http://www2.hawaii.edu/~sford/research/tutoring/
http://english.glendale.cc.ca.us/phonics.rules.html
http://www.ronsyu.hannan-u.ac.jp/open/n001934.pdf
http://koreanalyst.wordpress.com/2009/01/09/the-korean-
learner-of-english-english-korean-cross-linguistic-challenges/
http://www.erudit.org/revue/Meta/2006/v51/n2/013253ar.html