| 在二语习得的进程中,因为受母语的正负迁徙作用进修者碰到的发音难易点也各不雷同。赣方言,各年夜方言又分为若干次方言。古代汉语根本可以用‘五里不中国对于这个成绩不克不及像其他国度那末随便。那是由于中国事生齿最多加上宽大的领土面积而发生的方言也最多的国度。中国有七年夜方言,即南方方言、吴方言、客家方言、闽方言、粤方言、湘方言、同俗,十里分歧音’来归纳综合。平常生涯中,中国粹习者运用方言的时刻常常比通俗话多。是以,可以说中国粹习者在二语习得进程中受方言的作用更年夜。所以,针对方言区韩国语进修者的发音教导研究长短常需要的。本研究以韩国语教导史比拟短但普及度较广的湖南长沙地域的进修者为对象,做出响应的韩国语发音教导研究。为此,起首应当对韩国语和汉语的音节构造停止剖析。接着应当剖析韩国语、中国通俗话和长沙方言的语音系统。以此为基本将韩国语和汉语的音节构造停止比拟,得出韩国语初声对应汉语声母,中声对应韵母和终声对应鼻音韵尾的对应关系,而且将通俗话和长沙方言的语音停止对比剖析,找出类似点和差别的地方。接着将韩国语的初声和通俗话及长沙方言的声母,中声和单韵母、复韵母,终声和鼻韵母分离停止了比拟剖析,并从中找出类似点和差别点。经由过程这类具体的比较剖析找出长沙方言对韩国语语音进修者的详细优势和难点。长沙方言区进修者受方言的正迁徙作用重要表现在韩国语中声/(?)/,/(?)/,/(?)/这三个双元音。负迁徙部门表现在初声和终声两个方面。初声重要是/(?)/和/(?)/不分,和/(?)/能够会发成[n]或[(?)]。终声则重要指鼻音韵尾/(?)/音节中除带‘(?)’和‘(?)’的音节外其他的音节韵尾都发成/(?)/。这个结论给前面针对长沙方言区进修者的教导计划供给了实际基本。最初从对比剖析和难易点剖析动手,针对负迁徙部门为长沙方言区进修者的韩国语发音教授教养设计了‘展现-认知和懂得-模拟和演习-确认和改正’五阶段教授教养法。正迁徙教导部门重要表现在韩国语双元音/(?)/,/(?)/这三个,因为双元音是由单位音复合而成,是以正迁徙部门就不只仅表现在/(?)/,/(?)/,/(?)/这三个双元音,其构成部门的单位音/(?)/,(?)/,/(?)/,/(?)/也能够作为正迁徙教导的对象。加上假如进修者能精确地收回单位音/(?)/,/(?)/,/(?)/,/(?)/的话,就可以防止通俗话和长沙方言区进修者的配合难点即前舌不圆唇元音‘(?)’和‘(?)’,后舌圆唇元音‘(?)’和‘(?)’,半高元音‘(?)’和‘(?)’的分辩不清。对于双元音,其难点/(?)/和/(?)/,/(?)/和/(?)/,/(?)/和/(?)/分辩不清都是由于个中单位音‘(?)’和‘(?)’,‘(?)’和‘(?)’,‘(?)和‘(?)’分辩不清而至,所以假如可以或许防止单位音‘(?)’和‘(?)’,‘(?)’和‘(?)’,‘(?)’和‘(?)’分辩不清的成绩就可以为进修者精确分辩双元音/(?)/和/(?)/,/(?)/和/(?)/,/(?)/和/(?)/带来很年夜的赞助。本研究中正迁徙教导部门努力于最年夜限制地发掘和运用长沙方言对进修者进修的正迁徙作用给韩语语音进修带来更年夜的赞助。中国长沙方言进修者和通俗话进修者对于韩国语发音难易点有差别,本研究不只仅是纯真地将韩国语和长沙方言或许通俗话停止对比,并且将三者无机联合起来经由过程和通俗话停止比较充足运用方言的正迁徙作用战胜和防止负迁徙。迄今为止,还没有针对中国分歧方言区进修者的韩国语传授法或许教材,而且以某个方言地域的韩国语进修者为对象的专门的发音教导研究也是很少的。是以,愿望本研究中针对长沙方言区进修者的难易点比较剖析成果和专门的教导计划可以成为今后相干研究的基本资料。 Abstract: In the two language acquisition process, because the positive and negative effects of migration from native language learners encounter pronunciation difficulty point is also different. Jiangxi dialect, the major dialect is divided into several sub dialects. The ancient Chinese "five fundamental can be used in Chinese about this result cannot look like other countries so casual. It is due to Chinese. The largest population plus a large territory area dialect most populous country. Chinese has seven major dialects, namely southern dialect, Wu dialect, Hakka dialect and Fujian dialect, Cantonese dialect, Xiang dialect, with ten different customs, to sum up the voice. ". Daily life, China learn using dialect words more often than the popular moment. Is to learn, can be said to Chinese in the two language acquisition process by the dialect of greater influence. So, according to Korean learners dialect pronunciation teaching research is very necessary. This study in Korean and taught history of relatively short but the Hunan Changsha regional study of wide popularity as the object, make response to the Korean pronunciation of educational research. Therefore, first of all should be on the Korean and Chinese syllable structure analysis. Then, Chinese should analysis the phonetic system of Korean popular words and Changsha dialect. Taking the opportunity of the basic syllable structure of Korean and Chinese comparative, that at the beginning of the Korean sound correspondences Chinese consonant, sound corresponds to the finals and the final sound correspondences nasal consonant correspondence, and the popular dialect and Changsha dialect speech carries on the contrast analysis, to find similar and differential elsewhere. Then Korean early sound and popular dialect and Changsha dialect consonant, sound and single vowel, compound vowel, eventually sound and nasal vowels separation stopped comparative analysis, and find out the similarities and differences between them. With advantages and difficulties through the process of this kind of detailed comparative analysis to find out the Changsha Dialect on the Korean pronunciation learners. Is learning Changsha dialect by migrating dialect important form in Korean sound / (?) /, / (?) /, / (?) / the three diphthongs. The negative migration department in two aspects at the beginning and end of the acoustic sound. At the beginning of the sound is important / (?) / and / (?) /, and / / (?) may be sent into [n] or [] (?). Eventually sound is an important means of nasal consonant / (?) / syllable syllable except with '(?' and '.' the other syllable codas are sent into a / (?) /. This conclusion to the front to study the Changsha dialect coaching program offers the theoretical foundation. Initially from the comparison analysis and difficult point analysis of the hands, to the negative migration Department of Changsha dialect area learners of Korean pronunciation teaching design 'Show - cognition and understanding - simulation and exercise - identifying and correcting' five stage of teaching method. Positive migration taught the Department plays an important role in the Korean double vowel / (?) / / (?) / the three, because double vowel is by unit sound compound and into, to positive migration department is not only embodied in / (?) / / / / / the three diphthongs, which unit sound / (?) / / / / / / can also serve as a positive migration teaching object. And if the learner can accurately recover unit audio / (?) /, / / / / / / the words, you can prevent popular dialect and Changsha dialect area to study the difficulties of cooperation that anterior tongue round vowel '(?)' and '()', after tongue rounded vowel '()' and '.', half vowels' () 'and' () 'resolution unclear. Accurate unit / a diphthong. The difficulty (?) / and / (?) / / (?) / and / (?) / / (?) / and / (?) / arguing Qingdu is the medium tone '()' and '()', '()' and '()', '(?) and' () 'resolution is not clear, so if may prevent the unit of sound' () 'and' () ',' () 'and' () ',' () 'and' () 'protest is not clear results can provide learners distinguish double vowel / (?) / and / (?) / / (?) / and / (?) / / (?) / and / (?) / bring very big sponsorship. This study is trying to teach department migration utmost ground excavation and application of Changsha dialect of the learning is bring greater effects of migration to sponsor Korean phonetic learning. China Changsha dialect studies and popular learning words were difficulty on the Korean pronunciation points difference, this research is not only pure will Korean and Changsha dialect or Xu saying carries on the contrast, and the three inorganic together through the process and popular words stop sufficient dialect is migration effect to overcome and prevent negative transfer. So far, there is no for the different Chinese dialects study Korean teach perhaps the textbooks, and to a regional dialect of Korean learners special pronunciation teaching research is few. In this study, desire for Changsha dialect learners difficult point comparison analysis results and specialized teaching plan can become the basic data in coherent research. 目录: |
