| 跟着中国和韩国两国在政治、经济等方面的交换和协作，愈来愈多的韩国人开端进修汉语。本文的研究对象是韩国的高中生，他们和浩瀚的第二说话进修者一样，在说汉语的时刻有着广泛性、纪律性的难点及偏误。本文重要针对韩国高中生的汉语语音偏误停止剖析商量，并尽力摸索形成这些偏误的缘由，进而在剖析缘由的基本之上提出一些具有可行性和有用性的建议和对策，愿望可以或许对自己和其他的对外汉语教员的汉语教授教养有所赞助。本文全文共分五个部门：第一部门引见了本文选题的启事和意义，并对今朝针对韩国人学汉语的研究现状停止整顿和总结。第二部门对这些广泛性、纪律性的偏误停止剖析，明白韩国高中生学汉语的重要难点和偏误。韩国高中生在进修汉语语音时的偏误表示在声母上分离是“b、p、 f、zh、ch、sh、z、c、s、j、q、x、l、r”；表示在韵母上重要是“o、e、ou、ü、üe、üan、ün”；表示在音调上重要是阴平、阳平、上声、去声的发音偏误，上声和四个音调相拼时的变调偏误，“一”和“不”的变调偏误，韩语论文范文，轻声的发音偏误，和多音字的发音偏误；第三部门针对以上的重点偏误，尽力摸索形成这些偏误的缘由。其重要缘由有语际偏误、语内偏误、练习偏误、汉语拼音计划引发偏误等几个缘由。第四部门重要是提出实在可行的对策，在这里提出的重要对策有要增强汉韩两种说话的比较，防止母语负迁徙；赞助先生战胜泛化，防止语内偏误；同时要把好教科书、教员本质、教室练习这三关；最初提出一个小看法，韩语论文题目，愿望汉语拼音计划可以或许获得进一步完美，从而更无力地增进对外汉语教授教养。第五部门对全文做归纳综合和总结。 Abstract: Follow China and South Korea in the political, economic and other aspects of the exchange and cooperation, more and more Koreans began to learn chinese. The research object of this paper is the South Korean high school students, they and the vastness of the second language learners, in Chinese speaking time is extensive and difficult discipline and bias. In this paper, important in Korean high school students of Chinese speech errors stop analysis to discuss and try to explore the formation reasons of these errors, and to analyze the reasons for the basis put forward some with usefulness and feasibility of the suggestion and the countermeasure, wishes can perhaps to himself and other Chinese as a foreign language teacher of Chinese teaching has sponsored. This paper is divided into five parts: the first part introduces the reason and significance of this topic, and the present research situation for Koreans to learn Chinese to stop the rectification and summary. Second of these departments extensive, discipline error analysis, an important and difficult understand Korean high school students learning Chinese and errors. Spell error,,, "South Korean high school students in learning Chinese pronunciation errors expressed in initials separation is B, P, F, Zh, CH, SH, Z, C, s, J, Q, x, l, R", said the final important is "O, e, Ou u u e, u an U N", said the tone is Yinping and Yangping, tone, the tone of the pronunciation, tone and tone sandhi errors, "a" and "no" tone sandhi errors, in a soft voice pronunciation errors, and polyphone pronunciation errors; the third sector in view of the above key error, try to explore the formation of these partial error margin. The important reason is interlingual errors and intralingual errors, practice bias, "Chinese Pinyin plan" cause errors for several reasons. In the fourth part, important is to put forward practical and feasible countermeasures, presented here is an important countermeasure to enhance between Chinese and Korean language comparison. To avoid negative transfer of mother tongue; sponsored Mr. over generalization, prevent intralingual errors; at the same time to good textbooks, the quality of teachers, the classroom that exercise; originally put forward a little view, desire "scheme for the Chinese phonetic alphabet" can be perhaps get further perfect, and more powerful to promote foreign language teaching. The Fifth Department summary and the summary to the full text. 目录: 摘要 5-6 Abstract 6 目录 7-9 1. 前言 9-11 1.1 选题的缘由和意义 9 1.2 国内外探讨近况 9-11 2. 韩国高中生汉语语音偏误略论 11-23 2.1 声母偏误 11-14 2.1.1 “b 和 p”的偏误 11-12 2.1.2 “f”的偏误 12 2.1.3 “zh、ch、sh”、“z、c、s”的混淆 12-13 2.1.4 “j、q、x”的偏误 13 2.1.5 “r、l”的偏误 13 2.1.6 “c[ts ]”和“q[t ]”的偏误 13-14 2.2 韵母偏误 14-15 2.2.1 单韵母偏误 14-15 2.2.2 复韵母的偏误 15 2.3 声调偏误 15-17 2.4 语流音变的偏误 17-23 2.4.1 轻声的偏误 18-19 2.4.2 上声的变调 19-20 2.4.3 “不”的变调 20 2.4.4 “一”的变调 20-21 2.4.5 儿化偏误 21 2.4.6 多音字的偏误 21-23 3. 偏误原因的略论 23-26 3.1 语际偏误 23 3.2 语内偏误 23-24 3.3 训练偏误 24 3.4 汉语拼音方案引发偏误 24-26 4. 针对偏误提出的对策 26-32 4.1 针对韩国高中生的语音纠正措施 26-29 4.1.1 针对声母的纠正措施 26-28 4.1.2 针对韵母的纠正措施 28 4.1.3 针对声调的纠正措施 28-29 4.2 对克服偏误总体上的策略 29-32 4.2.1 加强汉韩两种语言的对比，避免母语负迁移 29-30 4.2.2 帮助学生克服泛化，避免语内偏误 30 4.2.3 把好“教科书、教师素质、课堂训练”这三关 30-31 4.2.4 希望不断完善汉语拼音方案 31-32 5. 结语 32-33 参考文献 33-34 致谢 34 |
