| 对于韩国人来讲，在汉语的进修中，汉语听力课生怕是在一切汉语课程中难度较年夜的一门课程，也是让韩国人觉得缺少造诣感的一门课。为何先生们有如许的成绩呢？其实，韩国人进修汉语比东方人更有优势。由于在汗青上，两个平易近族有着亲密接触的渊源关系，在语音上有很慎密的接洽，涌现了许多借音；古代韩语中根本上还有70％以上的词语借自汉语，许多音节在发音上依然保存了现代汉语语音的特色。但韩语究竟属于一门自力的说话，韩国人在进修汉语时，特殊是在听的方面，照样经常涌现一些带有广泛性、纪律性的难点和偏误，乃至比东方人进修汉语存在的成绩更难处理。为了更好地停止汉语听力教导，韩国人很看重斟酌以下几个方面：（1）在进修实际上有无成绩；（2）进修内容和现实生涯之间差距年夜不年夜，（3）听力先生的本质若何，（4）听力先生备课的预备能否充足；等等。个中，在韩国人学外语的习气上，选一本好的听力教材长短常主要的举动之一。固然比之前很多多少了，但韩国人学外语的措施照样以语法为主。其实许多听力教材外面的语法说明很少。生词量有时多时少，并且每课内容的年夜部门都是经由过程做题完成的。先生会以为看听力教材不只没甚么意思，也不轻易在听力教室上集中进修精神，特别是低级进修者。听力教材存在以下成绩：对每阶段的进修所需针对性不强、进修内容缺少兴趣性和情形性、所设短文及成绩不具典范性、教材以南方生涯配景为主、资料内容离开中国社会实际生涯、设计过于单一等。对于初学汉语的先生来讲，他们对汉语的语音情势、书写措施、语律例则、辞汇意义、文明配景等方面都懂得不多，所以这一阶段的听力课教授教养，须要赞助韩国人在脑筋中慢慢树立这些方面的熟悉，并慢慢进步汉语听力懂得才能，在实际上的听力教授教养办法有无运用到听力教材中去，后果若何。听力教材的剖析尺度是以教导课程、说话进修实际和适用性为中间，韩语论文，年夜致分为6种。第一，在“教导课程的合适性”中要把目的、程度、内容、提出的次序、进修量、兴致度看成尺度。第二，在“教授教养的合适性”中要在停止听和说为中间的课程时在某种水平上备好需要的材料，然后用恰当的次序提出，以此作为尺度。第三，在“说话材料的合适性”中，在现实的说话情况下，造就语义解读的才能，预备需要的材料。第四，韩语论文题目，在“说话材料的组成”中斟酌说话的四种才能（听、读、说、写）长短常合适的。第五，“运动类型”中多斟酌低级阶段的先生的特色，用多样、风趣的运动来引诱先生如许做。第六，“适用性”中，以教材可以给进修者带来若干印象、带来若干魅力为尺度。本文试图剖析低级汉语听力教材的特色，对低级程度的韩国人采取的教材能否适合，他们对许多听力教材的意见，若何让韩国粹生听懂教材中的资料，中韩低级听力教材的比拟，在低级听力教材里的标题剖析，今朝的听力教材能否公道，演习的资料多不多，听力资料兴趣性强不强等。愿望在此基本上找到使教员和先生都觉得满足的听力教材，以进步韩国如今的低级汉语者的听力程度。 Abstract: About Korean speaking, in Chinese learning, Chinese Listening Course for fear is in all Chinese courses in the difficulty of a larger course, but also to make people feel the lack of a sense of accomplishment course. Why do you have such a result? In fact, Korean learning Chinese is more advantageous than the East. Due to the history, the two ethnic groups has a relationship between the origin of the intimate contact, in the speech have very close contact, and the emergence of many phonetic loan; ancient Korean fundamental and more than 70% of the words borrowed from Chinese, many syllables in pronunciation still holds the characteristics of modern Chinese phonetics. But Korean what belongs to a self talk, Korean in learning Chinese, especially in listening, still often emerge some with extensive and discipline of the difficulties and errors, and even than Orientals learn Chinese present results more difficult to deal with. In order to better stop Chinese listening teaching, Korean is valued to consider the following aspects: (1) in the study actually had no results; (2) to improving content and real life between the eve of the gap is not big, (3) the students listening the essence of how, (4) the students listening lessons preparation can be sufficient; and so on. In Korean learning foreign language habits, choose a good listening material is one of the main actions. Although much more than before, but the Korean way to learn a foreign language is still dominated by grammar. In fact, many listening materials outside the grammar is very little. Words sometimes much less, and each lesson Nianye departments are completed by the test process. Students will think that listening to the teaching material is not only not very interesting, it is not easy to focus on the spirit of learning in the classroom, especially low-level learners. Listening teaching existence results are as follows: for each stage of learning the required targeted is not strong, the learning content, the lack of interest and situation, the essay and performance with model, textbook is given priority to with the South career background, content data left the reality of the Chinese society career, design is too single. About Mr. beginner's Mandarin speaking, they on Chinese speech situation, writing methods, the rules of grammar, speech lexical meaning, cultural background etc. all don't know much, so this stage of listening teaching needs sponsorship Koreans in mind set up slowly familiar with these, and slowly progress Chinese listening and we can understand, actually listening teaching approach in the use of listening materials, the consequences of how. The analysis of the teaching materials is to teach the course, to speak, to learn the actual and applicable for the middle, the eve of the cause is divided into 6 kinds. First, in the "teaching of the course" to the purpose, the degree, the content, the order of the proposed, the amount of learning, interest degrees as a measure. Second, to stop listening and speaking in the course of the middle of the course in the teaching of "teaching", in order to prepare the required materials at a certain level, and then put forward in the appropriate order, as a measure of. Third, in the "speech materials" in the reality of the situation, to create a semantic interpretation of the ability to prepare the required materials. Fourth, in the "speech material composition" in the four kinds of thinking to speak (listening, reading, speaking, writing) is often appropriate. Fifth, "movement type" in more than the lower stage of the characteristics of the students, with a variety of interesting movement to lure mr.. Sixth, "applicability", in order to bring a number of teaching materials can bring some impression, to bring a number of charm for the scale. This paper attempts to analysis of low-level features of Chinese listening textbooks and take on the low level of Korean textbooks can fit, their views on many listening materials, how to let the quintessence of Han students understand textbook, China and South Korea lower listening textbook comparison, analysis in the lower listening materials in the title and current listening materials whether reasonable, exercise more or less, listening material interest and strong is not strong and so on. The wish is to find the listening materials that make teachers and students feel satisfied in this, in order to improve the listening ability of the low level Chinese in South Korea. 目录: |
