| 语音教授教养是对外汉语教授教养进程中最根本的环节之一，虽然教员、先生都很重视准确的发音，但是对外汉语语音教授教养的内容根本都集中在低级阶段，进修者到了中高等阶段后不只很难找到对应的中高等语音教授教养内容，也没有任何语音教授教养教材可以运用，他们缺乏的恰是好像汉语正音课一样的专门练习语音的课程。即便韩国汉语进修者日趋增多，但今朝仍缺少针对韩国汉语进修者的语音教授教养教材。本文为了针对韩国汉语进修者设计汉语正音课教材，韩语论文题目，经由过程两种查询拜访剖析出韩国汉语进修者的语音现状和其进修汉语的目标，和对汉语正音课的请求。依据查询拜访成果上，笔者提出了针对韩国汉语进修者开设汉语正音课的须要，韩语论文，并设计了面向中级韩国汉语进修者的汉语正音课演习教材。个中包含韩国粹习者特别声母连音演习和其教授教养法。这份发音演习教材的特色是从低级阶段开端，设计到中级阶段的汉语语音教授教养内容，可以拔取本身缺乏的部门增强演习，也能够经由过程整句话的演习进一步增强语流中的音变演习。最初笔者建议，让语音教授教养像语法课、综合课、白话课一样，别的零丁开设语音课，而且在全部对外汉语教授教养的初中高等阶段都开设。如许就可以赞助韩国汉语进修者在第一次进修汉语语音后，不发生“化石化”景象，而是到达中高等程度的语音程度。 Abstract: Speech teaching is one of the links in the process of teaching Chinese as a foreign language, the most fundamental, while teachers and students are concerned about accurate pronunciation, but Chinese phonetic teaching content key in the lower stage, learners to higher stage is not only very difficult to find the corresponding higher speech teaching content, nor any speech teaching materials can be applied, they lack is exactly like the Chinese pronunciation course specialized practice pronunciation course. Even though Korean Chinese learners are increasing, there is still a lack of voice teaching materials for Korean Chinese learners. This paper to for Korean language learning designed Chinese pronunciation teaching materials. Through the process of two query visit analysis of South Korean Chinese learners speech situation and the study of Chinese language, and the request of the Chinese pronunciation course. According to the survey results, the author puts forward the according to the South Korean Chinese learners to open Chinese pronunciation course needs, and design for Intermediate Korean Chinese learners of Chinese pronunciation recitation teaching materials. Including South Korea to learn special initial exercises and the teaching method of legato. Characteristics of this pronunciation exercises teaching is from a lower stage of beginning, designed to intermediate stage of Chinese phonetic teaching content, can select lack Department strengthening exercises, also can through the process of the sentence exercises further enhanced in the language stream of phonetic exercises. First the author suggests, let voice teaching like grammar course, comprehensive course, oral English class and other Lingding open voice lessons, but also in all Chinese as a foreign language teaching of primary, secondary, and tertiary stage are opened. This can be supported by the Korean Chinese learners in the first study of Chinese speech, not the occurrence of "chemical" scene, but to the extent of the higher level of voice. 目录: 摘要 4-5 Abstract 5 1 绪论 8-12 1.1 探讨缘起 8 1.2. 中国、韩国汉语语音教学探讨近况 8-11 1.2.1 中国的对外汉语语音教学探讨 8-10 1.2.2 韩国的汉语语音教学探讨 10-11 1.3 探讨内容和探讨措施 11-12 1.3.1 探讨内容 11 1.3.2 探讨措施 11 1.3.3 探讨意义 11-12 2 为中级韩国汉语学习者开设正音课的必要性 12-37 2.1 汉语语音学习的特殊性 12-15 2.1.1 汉语语音的特点 12 2.1.2 汉语语音学习的复杂性 12-14 2.1.3 汉语语音学习需要专门的正音训练 14-15 2.2 中级阶段是汉语语音学习的关键阶段 15-17 2.2.1 初级、中级和高级阶段的语音学习目标 15-16 2.2.2 中级阶段是汉语语音学习的关键阶段 16-17 2.3 对韩汉语语音教学中存在的问题 17 2.3.1 中国的对韩汉语语音教学 17 2.3.2 韩国的汉语语音教学 17 2.4 中级韩国汉语学习者的汉语语音近况调查 17-37 2.4.1 调查设计 17-19 2.4.2 参与语音调查的对象 19-20 2.4.3 调查结果略论 20-37 3 中级韩国汉语学习者汉语正音课的教材编写 37-43 3.1 中级韩国汉语学习者汉语正音课教材编写的目标与准则 37-38 3.1.1 编写目标 37 3.1.2 编写准则 37-38 3.2 中级韩国汉语学习者汉语正音课教材的内容安排 38-43 3.2.1 课文构成 38-40 3.2.2 语音项目安排 40-42 3.2.3 训练设计 42-43 4 中级韩国汉语学习者汉语正音课的教学措施 43-47 4.1 汉语正音课教学准则 43-44 4.2 汉语正音课教学措施与技巧 44-47 结论 47-48 参考文献 48-51 附录 51-55 致谢 55 |
