Pronunciation is a type of habit. If incorrect pronunciation becomes a habit, it is difficult to set it straight after some time. Therefore, it is extremely important to learn correct pronunciation at the beginning stage of learning a language. When s...
Pronunciation is a type of habit. If incorrect pronunciation becomes a habit, it is difficult to set it straight after some time. Therefore, it is extremely important to learn correct pronunciation at the beginning stage of learning a language. When studying a second language, influence and effect of the first language must be eliminated unlike when studying mother tongue. Thus, teacher of a second language should predict hindrances beforehand and apply education means or methods that will prevent these in order to minimize errors of learners. One of these methods is language education by contrastive analysis. The role of contrastive analysis lies in the attempt to maximize benefits of positive transition and prevent negative transition by comparing organization of first and second languages.
Koreans studying Chinese pronunciation cannot accept Chinese phonemes as they are and often make the mistake of replacing them with similar Korean phonemes. In order to study Chinese pronunciation more accurately and naturally, it is required to acknowledge the differences between Korean and Chinese sounds, and recognize not just each of Chinese phonemes but also their allophones. There have been many studies that contrasted consonant phonemes or short vowel phonemes of Chinese and Korean, but most of the s written for Chinese studying Korean language did not suggest specific education methods, and research to be applied for Koreans studying Chinese pronunciation was insufficient.
Chapter Ⅰ included description of the objective and method of this project designed to investigate Chinese pronunciation education method by contrasting and analyzing Chinese and Korean phonemes. In Chapter Ⅱ, contrastive analysis hypothesis which forms the theoretical background of this project was examined. It described general concept, characteristics and limitations of contrastive analysis hypothesis influenced by structuralism and behaviorism, as well as how this hypothesis can affect pronunciation education. In Chapter Ⅲ, Chinese and Korean phonemes were contrasted and analyzed. First, consonants and vowels of the two languages were listed with their unicodes and allophones together with the conditions when they are seen, and correlation between vowels and consonants were put forward based on phoneme table and allophone table of the two languages. Based on this correlation, difficulties experienced by Koreans studying Chinese pronunciation were predicted and based on the results, an education system of Chinese finals and Consonantal initials pronunciations was devised. In Chapter Ⅳ, Chinese pronunciation education method was researched using contrastive analysis with Korean language. For learners’ easier understanding of consonantal initials pronunciation, the education method of teaching vowels first was selected. Furthermore, based on the education system devised in chapter Ⅲ, education details were recommended. In case of Chinese Finals, short vowels finals, compound vowels finals and /-n/, /-ŋ/ finals should be taught in order, and short vowels finals should be taught in the order of 1) i[i], ü[ü], u[u], 2) e[γ], 3) a[A], -i[?], -i[?] 4) er[?], and compound vowels finals should be taught in the order of 1)descending compound vowel, 2)fronting compound vowel, 3)centering compound vowel. Chinese consonantal initials should be taught in the order of 1)nasal sounds and liquid sounds with the exception of ‘r’, 2)explosives, 3)affricates including ‘r’.
，韩语论文范文，韩语毕业论文 |
