This study mainly analyzes the intermediate level Chinese-origin Korean speakers on the phoneme fluctuations consisting of consonants and ‘ㄹ’, to analyze the advanced Chinese learner’s 'pronunciation errors' and 'the characteristics of the pro... This study mainly analyzes the intermediate level Chinese-origin Korean speakers on the phoneme fluctuations consisting of consonants and ‘ㄹ’, to analyze the advanced Chinese learner’s 'pronunciation errors' and 'the characteristics of the pronunciation errors'. I also try to design a suited scheme of Korean pronunciation education of phonological change rules for advanced Chinese learners based on the reasons for the pronunciation errors of advanced Chinese learners. In chapter Ⅱ, in order to understand the whole cognitive level about how advanced Chinese learners know the Korean phonological variation rules, in this study, I did research on the 24 advanced graduate Chinese leaners from Chung-Ang University in the first questionnaire about the cognitive degree of changes in Korean rhyme. The main content of the questionnaire is to let the students write down the words’ pronunciation as usual. According to the analysis of the result, the most frequently mistakes are phoneme fluctuations consisting of consonants and ‘ㄹ’. It means that the advanced Chinese learners are on the lowest cognitive level of Korean phonological variation rules. Based on this, the research will focus on the Korean phonological variation rules consist of ‘ㄹ’. In chapter Ⅲ, in order to study the Chinese high level learners' pronunciation error type more systematically, in this part, upon on the comprehensive analysis of previous research results, I will systematically analyze the characteristics of Korean phonological change rules and the differences in Korean and Chinese syllable structure. The syllable link level constraints of competitive study analysis of Korean and Chinese phonological change rule are different. In this part, according to the Korean consonants ‘ㄹ’ in the process of the change of the phonological changes characteristics will be about the standard pronunciation law constants phonological changes content subdivided into eight types. At the same time, in order to understand the current Korean education field for phonological changes in the rules of education field as well as the domestic Korean education field, the typical books used Korean phonological change rules of content are analyzed. In chapter Ⅳ, for advanced Chinese Learner's wrong pronunciation about containing ‘ㄹ’ phonological variation rules, we gain a more in-depth understanding by having 40 graduate school advanced Chinese leaners of Chung-Ang University in the second questionnaire survey, and the questionnaire survey about the results in the 8 types in the third chapter has been analyzed. Content of this questionnaire is mainly composed of two parts, "the investigation of the wrong pronunciation pattern" and "the cognitive level of the rule of phonological change". The "wrong pronunciation form survey" content corresponds to the 8 types of words, each type of 5 or 6 components, the requirements of the respondents in accordance with their usual pronunciation. The survey of the cognitive level of the phonological changes rules mainly consists of the choice of the title. Based on the results of the questionnaire analysis, advanced Chinese learners generally "contain ‘ㄹ’ Phonological consonant table dynamic rules awareness is not high, but happens high error rates. Advanced Chinese learners’ wrong pronunciation form completely according to Korean pronunciation mark and using the wrong phonological variation rules and cause errors in pronunciation. In addition, the cognitive pattern of the Advanced Chinese learner for Korean phonological change rules in pronunciation "contains the phonological change rules" is mainly divided into two types. One is for the corresponding phonetic change rules is not very clear or completely do not know. The two is related to phonological change rules though it is understood, but in the actual operation when the reaction speed is slow, often due to the lack of timely judgment rhyme or not timely selection of environmental right and phonological rules. In chapter V, based on previous results, education program developed for advanced Chinese learner pronunciation contains ‘ㄹ’ phonological change rules. In the process of developing the education program, it has been adhering to the different reasons for the wrong pronunciation of advanced Chinese learners, and the development of the design principles of different exercises. In order to improve the learner’s cognitive level for the rules of phonological changes, the content of the correct pronunciation of the listening materials, and the combination of the positive guidance of the teachers, during the initial stage of the course, students feel the rules of the Korean language change and make their own rules by practicing the content and under the help of teachers. After sorting out the rules of the changes of the music, the teacher taught the students the correct rules of the phonological changes, and made a systematic description of the principles of the corresponding changes in the rules of the phonological changes. Flexible use of various educational content in third stages of teaching, reinforcement learning for the corresponding phonological change regularity of the ability of practical application, so as to make the learners can timely find the appropriate environment in phonology of Korean pronunciation, and accurate application of phonological change rules of correct pronunciation. In this study, the educational model was designed as the "phonological change rule cognitive stage - the principle of phonological change rules – rules practice stage - rule practice stage - finishing stage". ，韩语毕业论文，韩语论文网站 |
