본 논문은 중국인 한국어 학습자를 대상으로 하여 이중모음을 단독으로 발음할 때와 ‘어두 위치에 초성이 없는 이중모음’과 ‘어두 위치에 초성이 있는 이중모음’의 순서로 선정한 한자...
본 논문은 중국인 한국어 학습자를 대상으로 하여 이중모음을 단독으로 발음할 때와 ‘어두 위치에 초성이 없는 이중모음’과 ‘어두 위치에 초성이 있는 이중모음’의 순서로 선정한 한자어를 단독으로 발음할 때, 그리고 문장 속에서 한자어를 발음할 때에 나타나는 이중모음에 대한 오류 실태를 조사하였으며, 이러한 결과를 바탕으로 중국인 한국어 학습자를 위한 한국어 이중모음 교육 방안을 제시하고자 하였다.
This study investigated the fallacy of the diphthong pronunciation when the diphthongs are pronounced in the Sino-Korean words and the diphthongs that are pronounced separately with the Chinese Korean learners as subjects. Based on the study results, ...
This study investigated the fallacy of the diphthong pronunciation when the diphthongs are pronounced in the Sino-Korean words and the diphthongs that are pronounced separately with the Chinese Korean learners as subjects. Based on the study results, the teaching plans for the Chinese Korean learners were proposed. In the first chapter, the Korean and Chinese diphthongs for the Chinese Korean learners were compared and analyzed. In order to explore the pronunciation teaching methods for the Korean diphthongs, the purpose
and necessity of this study, previous studies, research method and subject were stated.
In the second chapter, the system of Korean and Chinese diphthongs were compared and analyzed. The differences and similarities between these two languages were proposed focusing on diphthongs. The research
results are as follows. Korean diphthongs /ㅑ/[ja], /ㅒ/[j?], /ㅖ/[je] /ㅘ/[wa], /ㅝ/[w?] and Chinese diphthongs /i?/[iA], /ie/[i?], /u?/[uA],/uo/[uo] showed a lot of similarities. The similarities between Korean
diphthongs /ㅕ/[j?], /ㅛ/[jo], /ㅠ/[ju], /ㅙ/[w?], /ㅚ, ㅞ/[we], /위/[wi] and Chinese diphthongs /i?o/[i?u], /iou/[iou], /u?i/[u?i], /uei/[uei] were also presented. In terms of /ㅢ/[?j], it can be predicted that there would be
errors that the Chinese learners pronounce it as the diphthong ei[ei] or pronounced it like the combination of the monophthongs e[?] and i[i], because there is no such a diphthong in Chinese. In the third chapter, the pronunciation condition was investigated and
analyzed with the Chinese Korean learners as subjects. In addition, the pronunciation errors from the study results can be divided into replacement, omission and expansion. In the experiment results, there were various errors found in the intermediate and high level learners. It can be seen that the pronunciation education is essential not only for the
beginners but also the intermediate and high level learners.
In the fourth chapter, the pronunciation errors of the diphthongs were studied. Moreover, in order to reduce the pronunciation errors of the Chinese learners, teaching method using the minimal pairs should be adopted. The teaching and learning plan for the j-line and w-line
diphthongs were proposed.
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