This research aimed at establishing an education plan for phonological phenomenon that occurs by being involved with grammar information. For this, this research investigated the pronunciation aspect of hardening phenomenon involved with Korean gramma... This research aimed at establishing an education plan for phonological phenomenon that occurs by being involved with grammar information. For this, this research investigated the pronunciation aspect of hardening phenomenon involved with Korean grammatical information targeting Chinese advanced learners. Based on that investigation result, this research comprehended the actual state how Chinese learners recognize and utilize grammar information related to generation of phonological phenomenon. Furthermore, analyzed the error cause and established the educational plan based on this. This chapter summarized the content discussed in the text. In case when phonological phenomenon generation is accompanied with grammatical information, grammatical information determines whether of generation of phonological phenomenon. Since the attribute of grammar information is revealed through phonological phenomenon, it is important to realize phonological phenomenon that is required by grammar information. Chinese advanced learners showed error rates, respectively 30% and 33.7%, in respect of hardening pronunciation after hardening and modifier ending '-eul' after nasal sound between predicate stem ending. This error rate showed similar value compared to the error rate of Chinese intermediate learners in the advanced research. Error types determined through the investigation were 6 types. They were confrontation error, drop out error, consonant cluster simplification error, pause error, morpheme analysis error, and rule application error. To see the error rate per error type, 74% appeared in rule application error, 12.4% appeared in morpheme analysis error, and below 5% in the rest error type. Rule application error means the error that occurs since a particular grammar information was no selected that is related to generation of hardening phenomenon. Chinese advanced learners showed difficulty in specifying grammar information in case when hardening phenomenon became related to grammar information. Hardening after the nasal sound in predicate stem ending is generated in the grammar information of conjugation. Chinese learner showed an error in generating hardening also in compound, simple word, and declension. Nevertheless they were advanced learners of Korean language, not a few errors occurred in respect of selecting a particular grammar information related to a particular phonological phenomenon. Hardening after modifier suffix ‘-eul’ occurred only in the noun phrased combined with modifier suffix ‘-eul’. However, Chinese learners applied hardening also in verb phrase and compound combined with the objective affix ‘-eul’, also, 45.8% of learners pronounced by applying hardening also in conjugation. Also, errors that did not pronounce the bound noun following '-eul' with hardening sound reached 40%. Lots of Chinese learners did not select grammar information applied with hardening after '-eul', without knowing the hardening itself after ‘-eul’. The reason why Chinese learners couldn't select proper grammar information related to hardening was because the relation between a particular phonological phenomenon and a particular grammar information was not determined. They have concentrated only on realizing mainly vocal information in the pronunciation of Korean language education field. Accordingly, relation between phonological phenomenon and grammar information was not concretely educated in case of phonological phenomenon related to grammar information, as the result, recognition on this phonological phenomenon has not been properly established. In respect of education method, education content was composed based on the error type that appeared in Chinese learners. By including the education method to prescribe the error that occurs without selecting grammar information related to hardening phenomenon including the education content to prescribe the error based on the difference of phonological information of Korean and Chinese. This research composed the education content considering cognitive aspect to let Chinese learners realize the role of grammar information related to hardening phenomenon. Also, designed and suggested the class model by utilizing the established education content to be utilized in the actual Korean language education field. Henceforth, the researcher considers that systematic education plan should be prepared to be utilized in Korean language education field based on the research on the other phonological phenomenon related with grammar information besides hardening phenomenon. ，韩语毕业论文，韩语毕业论文 |
