This compared a non-disabled student group, a class 3 intellectual disabled student group and a Class 2 intellectual disabled student group to look into the prosodic characteristics of Korean
sentences read by adolescent students with intellec...
This compared a non-disabled student group, a class 3 intellectual disabled student group and a Class 2 intellectual disabled student group to look into the prosodic characteristics of Korean
sentences read by adolescent students with intellectual disability. The analyzed sentences were declarative sentences with a strong initial consonant, those with a weak initial consonant and alternative interrogative. Through this, sentence pause patterns, accentual phase prosodic characteristics and alternative interrogative prosodic characteristics were compared. The acoustic phonetics variables used for the comparison were speech rate, articulation rate, number of accentual phases, number of intonation phrase, pause rate and F0 slope. The results were as follows.
First, in speech rate and articulation rate of the sentences, there were significant differences among the three groups. The non-disabled student group was fastest, followed by the Class 3 intellectual disabled student group and the Class 2 intellectual disabled student group. This shows that the severer their intellectual disability level, the slower their speech rate and articulation rate become.
Second, there were significant differences in the number of intonation phrase and pause rate in the sentences among the three groups. The number of intonation phrases and pause rate were most in the Class 2 intellectual disabled student group the most intonation phrases and highest pause rate, followed by the Class 3 intellectual disabled student group and the non-disabled student group. Judging from the fact that the intellectual disabled student groups had more intonation phrases and higher pause rate, it is found that they read by punctuation more than the non-disabled student group.
Third, in F0 slope of the first and second syllables of sentence-initial accentual phases and closing sentence accentual phases, there was no significant difference in all sentence structures (with strong and weak initial consonant) among the groups. Thus, this shows that there is no difference in accentual phase prosodic characteristics between the students with intellectual disability and the non-disabled student group.
Fourth, in the slope of interrogative sentence_front closing sentences of alternative interrogatives and that of interrogative sentence_back closing sentences, there was no significant difference among the groups. In the closing sentence slope of alternative interrogatives, there was no difference between the students with intellectual disability and the non-disabled student group, and in all three groups, there was an ascending slope in interrogative sentence_front closing sentences while a descending slope in interrogative sentence_back closing sentences.
This study analyzed the prosodic characteristics of Korean sentences read by adolescent students with intellectual disability from an acoustic phonetic point of view. Provided that there have not many prosodic studies on intellectual disabilities, it has significance that it attempted a read prosodic analysis with various parameters. However, this study set a limit to boys, and the number of subjects were not enough to represent the prosodic characteristics of students with intellectual disability, so it is somewhat insufficient to prove its objectivity. Follow-up studies should separate genders, secure sufficient data of non-disabled students and intellectual disabled student groups with various sentence structures such as Yes/No interrogative sentences and imperative sentences in addition to declarative sentences and alternative interrogatives, and inquire into prosodic characteristics of students with intellectual disability based on prosodic characteristics of non-disabled students.
，韩语毕业论文，韩语毕业论文 |
