本探讨是以中国韩语学习者为对象，考察中国韩语学习者关于韩语音节末尾子音的使用的探讨.并以与调音位置同化现象的相关性为中心而展开的探讨.通过对韩语位置同化现象与汉语位置同化...
本探讨是以中国韩语学习者为对象，考察中国韩语学习者关于韩语音节末尾子音的使用的探讨.并以与调音位置同化现象的相关性为中心而展开的探讨.通过对韩语位置同化现象与汉语位置同化现象的比较对比，从而为中国韩语学习者提出了有效的，针对性的，对于韩语音节末尾子音的教育方案.
在以外国人学生为对象而进行的韩语发音教育环节中,比较下功夫进行讲解的一个部分,是由子音和母音组成的音素部分.所以我们经常将外国人学生母语的音素,同韩语的音素放在一起比较,一边比较一边进行教育.但是每个语言中同時也都存在着很多的音韻现象,由于这些音韻现象的影响,音与音之间发生了交替变化,所以在进行发音教育过程中,不能只对音与音进行比较.经常会被我们忽视的音韻现象也要同时进行体制性的教育,才能保证外国人学生可以完美地习得韩语发音.換言说,我们不能太执着于对韩语子音,母音的教育,大量的音韻现象也要同时进行强化教育.汉语同韩语相比较,汉语中所存在的音韻现象并不是很多. 即便是这样，韩语的音韻现象与汉语的音韻现象之间并不是没有任何相似之处的.根据语言的普遍性,我们可以发现,几乎所有语言中都存在的一种音韻现象便是子音位置同化现象.也就是说,汉语与韩语当中都存在子音位置同化现象这一音韻现象.所以，本文的核心内容之一便是，通过对韩语的位置同化现象与汉语的位置同化现象的对比，进而导出第一语言L₁与第二语言L₂之间的共同点与异同.紧接着，为了提高本探讨的价值性与实践性，通过对中国韩语学习者对于韩语位置同化现象的使用，进行了具体的发音实验调查.最后，通过实践结果略论，以数据为基础，摸索出了具体的韩语音节末尾子音的教育方案.
第一章提出了本探讨的探讨目的，免费韩语论文，必要性，以及探讨措施。并对先行探讨进行了概括总结.
第二章中，对韩语的位置同化现象与汉语的位置同化现象进行细致详细的对比.分别通过不同的例子进行了略论探讨.略论对比结束之后，两者之间存在的共同点与异同点进行了整理归纳.并且在第二章结束之前，根据整理出来的共同点与异同点，有根据性的预想出了中国韩语学习者在进行与韩语位置同化现象有关的单词发音过程中，可能会出现的发音类型，发音现象.
第三章中，以第二章中提出的发音类型假设为基础，以50名韩语初级中国学习者为对象，对韩语位置同化的使用进行了发音实验调查.发音实验调查结束后，把所有发音类型，以及错误的发音类型进行总结归纳略论，最后，韩语论文范文，关于中国韩语学习者对于韩语位置同化现象的使用状况，进行全面性的总结和略论.
第四章中，在第三章中出现了中国韩语学习者，在进行与韩语位置同化现象有关的单词发音过程中出现的很多发音类型与错误的发音类型.以这些现象之所以出现的原因为基础，具体阐述韩语位置同化教育的必要性,并且紧接着提出了具体的教育方案.关于随意的，非必需的音韻现象同必需的音韻现象一样，在发音教育环节中，扮演中重要的角色这一观点，进行详细的阐述.
最后，在第五章中，综合整理了本文的大体内容.归纳性总结了通过本探讨可以得到的四大结论，并提出了今后将要继续进行的课题主题内容.
The purpose of this study is to discuss the Chinese learners' realization of the Syllable Coda of Korean Language, which is centered on the place assimilation phenomenon. Based on the comparison between the place assimilation phenomenon of Korean Lang...
The purpose of this study is to discuss the Chinese learners' realization of the Syllable Coda of Korean Language, which is centered on the place assimilation phenomenon. Based on the comparison between the place assimilation phenomenon of Korean Language and the place assimilation phenomenon of Chinese language, this study gives an effective and targeted teaching method of the Syllable Coda of Korean for the Chinese learners forward.
The fact is that for the foreign learners of Korean, who is in the process of Korean pronunciation education, a lot of teachers focus a lot on the phonemes composed of consonants and vowels. So we often make a comparison between the phonemes of foreign learners' native language and the phonemes of Korean. But there are also many phonological phenomena in every language. Due to the effect of phonological phenomena, the alternation between phonemes may be found. So, in the process of Korean pronunciation education, we should also pay attention to the phonological phenomena, which is often ignored. We should also carry out a systematic method of the phonological phenomena education to make ensure that foreign students can master the pronunciation of Korean Language. The phonological phenomenon existing in Chinese is not as much as the phonological phenomenon existing in Korean. Even so, there is resemblance between the phonological phenomenon of Korean and Chinese. And it is easy for us to find that the common phonological phenomenon in almost all languages is the place assimilation phenomenon. That’s mean, Chinese and Korean have the place assimilation phenomenon in common. Therefore, the key part of this study is to compare the place assimilation phenomenon between Korean language and Chinese language, and then find out the similarities and differences between L₁(Chinese) and L₂(Korean). Then, in order to improve the value and practicality of this study, the pronunciation experiment on the Chinese learners of Korean about the place assimilation phenomenon of the Korean language has been carried out. Finally, through the analysis of the results of pronunciation experiment, we find out the education method of the Syllable Coda in Korean.
In chapter 1, I present the purpose and the necessity of this study, and the research method. Besides I present a summary of previous studies.
In chapter 2, I make a detailed comparison between the place assimilation phenomenon of Korean Language and the place assimilation phenomenon of Chinese language. Through different examples of Chinese and Korean, and after the analysis and comparison, I make an introduction from the common points and differences between the place assimilation phenomenon of Korean Language and the place assimilation phenomenon of Chinese language. And by the end of chapter 2, according to the common points and differences, I do some expectation. How will the phenomenon is, in the process of the Chinese learners of Korean read these words which related to the place assimilation phenomenon of Korean Language.
In chapter 3, based on the assumption of the type of the pronunciation of the place assimilation phenomenon of Korean in chapter 2, the experimental investigation of the use of the Chinese learners of Korean is carried out based on the 50 primary Chinese learners of Korean. After the experimental investigation of the pronunciation, I summarize and analyze all the pronunciation types and the pronunciation errors. Finally, the Chinese learners' usage of the place assimilation phenomenon of Korean Language is summarized and analyzed on the whole.
In chapter 4, Based on the reasons that related to the 50 primary Chinese learners' pronunciation types and the pronunciation errors of the place assimilation phenomenon of Korean Language, the necessity of the place assimilation phenomenon of Korean Language is expanded. And then I seek for the specific education method. Then,The place assimilation phenomenon of Korean is a typical phenomenon which occurs optionally. But such optional phonological phenomenon is the same as necessary phonological phenomenon, plays an important role in the process of Korean pronunciation education.
Finally, in chapter 5, the general content of this study is summarized. And the four conclusions of this study are also summarized, with the statement of remaining tasks related to phonology.
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