This study focuses on the errors made by students from China who learn Korean as a foreign language, particularly those who have difficulties in pronouncing the final consonants. This study, therefore, aims to provide an effective teaching method on h...
This study focuses on the errors made by students from China who learn Korean as a foreign language, particularly those who have difficulties in pronouncing the final consonants. This study, therefore, aims to provide an effective teaching method on how to pronounce the Korean final consonant for Chinese learners in preparation for the researcher to teach them effectively in the future.
the native language. With this, Chapter 2 presents a contrastive analytical approach to find out the difficulties Chinese learners encounter as well as the errors they often make in pronouncing the final consonants in Korean language. The cause of the error is due to the differences in consonant phonemes and syllabic structures between Korean and Chinese languages. One particular syllabic difference between the two languages is the final consonants. Korean final consonants are released, while Chinese final consonants are unreleased. Hence, it is predicted that Chinese learners commit errors in pronouncing the final consonants.
Chapter 3 examines the facts and aspects of Korean final consonant pronunciation among Chinese beginners, presents a recording experiment to identify the problems out of the previous studies, gives analysis of the results of the experiments, and determines the causes of the error.
The experimental results show that Chinese beginners of Korean language find hard to pronounce the basic Korean final consonants accurately, so there are lots of errors they make. In addition, although there is a similarity between Korean and Chinese pronunciation, however, because of a definite distinction between the two languages, beginners can't accurately understand this point, so they tend to pronounce the Korean final consonants incorrectly. Moreover, the experimental results in the study were compared to analyze the similarities and differences of the two languages.
Based on the results shown, Chapter 4 provides effective teaching methods on Korean final consonant pronunciation appropriate for Chinese beginners. This chapter suggests an 'import-presentation-practice-use-over' five specific educational teaching approach. Also in this chapter, a proposal on educational programme <A Study on the Final Consonant Pronunciation in Korean Language for Chinese Beginners> is introduced.
In conclusion, teaching pronunciation is a continuous process and not to be stopped at the beginning stages of learning the Korean language. Depending on the circumstances, proper teaching of pronunciation should be sustained in progress and repetitive practice is significantly needed. Thus, along with the four basic skills which are speaking, listening, reading, writing, teaching pronunciation should be inserted simultaneously. Additionally, students need an individual diagnosis from instructors in terms of their pronunciation and the teaching methods based on one’s nationality and native language background should be distinguished for accuracy purposes. Lastly, further research on the related subjects are recommended to be made and promoted based on the existing studies.
，韩语论文题目，韩语毕业论文 |
