| 由于汉语是有声调的说话，而韩语作为韩国中先生的母语是一种非声调说话，这就使声调成为韩国中先生在进修汉语时的一个难点，是以，声调教授教养对韩国中先生来讲就显得尤其主要。同时，韩国中先生在汉语进修的进程中构成的偏误很难停止改正，这就请求汉语教员在教授教养进程中对声调教授教养非常看重，使韩国中先生明白声调进修的主要性。本文彩用的剖析资料重要来自三方面，起首是笔者在所从事教授教养任务的汉语教授教养教室上汇集来的韩国中先生的语料，其次来自笔者任教的西仓中学所运用的教材，即生涯中国语（初中版），免费韩语论文，最初，笔者对所任教的初中一年级先生停止了问卷查询拜访。经由过程对以上三方面资料的停止剖析整顿，愿望可以或许对韩国中先生在汉语声调习得和教授教养现状有一个初步的懂得，总结出韩国中先生在汉语习得时在声调偏误方面的纪律，可以或许对韩国中先生的声调教授教养有必定启发意义，进一步进步韩国中先生在汉语声调进修方面的后果。韩国中先生在汉语声调方面发生偏误的重要缘由包含语际迁徙、语内迁徙等。别的，韩国中先生所运用的教材的编写和先生的特性身分也招致了声调偏误的发生。本文重要对韩国中先生在进修汉语时在单音节词和双音节词的声调习得时发生的偏误停止了考核和剖析，找出韩国中先生在习得单音节词和双音节词声调时发生的成绩和进修难点，愿望经由过程对其停止剖析研究，可以或许总结出韩国中先生在声调习得方面的纪律，从而更有用地停止汉语进修。在汉语教授教养理论的进程中，笔者发明在停止教室练习时，对声调停止讲授时，可以依据其发音办法和特色，略微联合夸大地示范，如许可使先生更轻易控制声调的发音特色。然后再经由过细的讲授、跟读演习、听灌音等办法，停止进一步的比拟、演习、改正，进而到达稳固先生所进修的声调常识，经由过程如许的进修进程，先生可以或许逐步控制准确的发音办法，收回比拟尺度的汉语声调。 Abstract: Because Chinese is a tonal language, and Korean as South Korea's mother tongue is a non voice, which makes the tone became South Korean students learning Chinese in a difficult, is the tone teaching for Korean students is especially important. At the same time, Korean students in learning Chinese in the process of form error is difficult to stop to correct, which requires a teacher of Chinese in the teaching process of tone teaching very seriously, make South Korea in Mr. understand learning tone. The color with the analysis of the important data from three aspects, first and foremost is the engaged in the teaching task of Chinese teaching classroom assembled in South Korea's corpus, secondly from the author teaches Xi Cang middle school textbooks, the career of Chinese language "(at the beginning of the version). Finally, the author of the teaching of grade one of junior middle school and Mr. stopped questionnaire visit. Through the process of data analysis rectification, wishes can perhaps for Korean students in the acquisition of Chinese tones and teaching status have a preliminary understand that summed up the Korean students in learning Chinese in tone bias discipline can perhaps to South Korea in Mr. tone teaching has certain enlightening significance, further progress of Korean students in learning Chinese tone consequences. In South Korea, Mr in Chinese tone have an important reason of errors including interlingual and intralingual transfer and migration. Other characteristics of South Korea in the identity of Mr. and Mr. textbooks also lead to tone errors. The important of Korean students in learning Chinese tone acquisition in monosyllabic words and two syllable words occurring errors stop the examination and analysis, find out the Korean students in the acquisition of monosyllabic words and two syllable word tone of achievement and learning difficulties, desire through the stop * * can perhaps summed up in South Korea, Mr. discipline in tone acquisition, thus more effectively stop learning Chinese. In the process of Chinese teaching theory, the author invented stop classroom practice, the tone teaching can in accordance with the pronunciation methods and characteristics, slightly combined exaggeration demonstration, such can enable students to more easily control tone pronunciation characteristics. Then through meticulous teaching, repeat the exercise, listen to the tape and other measures, stop further comparison, exercises, correction, and then reach the steady tone of MR study of common sense, through process such learning process, students can may gradually control accurate way to pronounce and recover match the scale of Chinese tones. 目录: 中文摘要 4-6 Abstract 6-7 第1章 引言 12-14 1.1 选题意义和探讨目的 12-13 1.2 语料来源 13-14 第2章 韩国中学生汉语音调习得略论 14-23 2.1 音调习得探讨近况 14-17 2.1.1 韩国中学生汉语音调习得偏误探讨 14-15 2.1.2 韩国中学生音调习得教学策略探讨 15 2.1.3 韩国中学生汉语学习的近况 15-16 2.1.4 现有的探讨成果中存在的问题 16-17 2.1.5 语音系统的对比探讨 17 2.2 中介语理论 17-19 2.3 韩国中学生习得汉语音调的特点 19-21 2.3.1 阴平调 19 2.3.2 阳平调 19-20 2.3.3 上音调 20 2.3.4 去音调 20-21 2.4 韩国中学生习得汉语音调特点形成的原因 21-23 2.4.1 与语言学习相关的普遍性 21 2.4.2 人体生理和声学特征对音调发音的作用 21-22 2.4.3 韩国中学生母语语音特征的作用 22-23 第3章 与汉语音调习得有关的调查略论 23-32 3.1 对于教材的调查略论 23-26 3.1.1 对于教材内容的调查 23-24 3.1.2 对于教材生词表的调查 24-26 3.2 问卷调查略论 26-27 3.2.1 调查对象及问卷内容 26-27 3.3 词语朗读的偏误略论 27-29 3.3.1 单音节词音调方面的偏误 28 3.3.2 多音节词音调发音时的偏误 28-29 3.4 音调教学 29-32 3.4.1 明确汉语音调教学的重要性 29-30 3.4.2 比较法的应用 30-32 第4章 韩国中学生汉语音调偏误原因及教学对策 32-40 4.1 韩国中学生汉语音调偏误原因 32-35 4.1.1 语际迁移 32-33 4.1.2 语内迁移 33-34 4.1.3 汉语拼音方案导致的偏误 34 4.1.4 韩国中学生自身因素的作用 34-35 4.1.5 搭档教学造成的弊端 35 4.2 韩国中学生汉语音调教学对策 35-40 4.2.1 明确学习难点，韩语毕业论文，确立练习标准 35-36 4.2.2 适当调整教学顺序 36-37 4.2.3 正确利用舌位图 37-38 4.2.4 正确地使用身体语言 38-40 第5章 结语 40-42 参考文献 42-47 注释 47-50 作者简介 50-51 致谢 51 |
