This study is based on the analysis of the learning Korean Chinese learners’ errors in pronunciation of the Korean intermediate tone and searched how to teach Learning Korean Chinese learners to pronounce the Korean intermediate tone accurately.
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This study is based on the analysis of the learning Korean Chinese learners’ errors in pronunciation of the Korean intermediate tone and searched how to teach Learning Korean Chinese learners to pronounce the Korean intermediate tone accurately.
The objective of this thesis is to provide effective Korean intermediate tone education program for learning Korean Chinese learners. To achieve it, I first demonstrated the necessity and the purpose of research in chapter 1, then I checked the advanced research on education of Korean intermediate tone, I explained the research methods and research objects at last.
In chapter 2, this study discussed the concept of Korean intermediate tone, types of Korean intermediate tone and the relationship between the Korean intermediate tone and marking. Different scholars has different opinions in the Korean intermediate tone. This study divided the Korean intermediate tone into intermediate tense tone (intermediate hard tone) and intermediate added tone.
According to whether the intermediate si-ot is marked, intermediate tense tone is divided into intermediate tense tone marker intermediate si-ot and intermediate tense tone non labeled intermediate si-ot. Then the characteristics of Intermediate tense tone that Intermediate si-ot is marked or intermediate si-ot that is not marked were simply explained, and there relevant examples were listed. In addition, exceptions without intermediate tight sound in the condition of the same phonology were given some typical examples.
At the end of this part, the relationship intermediate tone and intermediate si-ot was discussed. Namely, to show under what circumstances to add intermediate si-ot.
In Chapter 3, in order to grasp the content about the intermediate tone beginning to appear from which level of Korean, I analysed three Korean textbook, namely, Seoul University Korean textbook, Sung Kyun Kwan University Korean textbook and Kyung Hee University Korean textbook. After displaying and analyzing directory of words, the index part of primary and intermediate stages about the intermediate tone in these three Korean textbooks, we easily knew that the content of the Korean intermediate tone begins from comprehensive intermediate stage. In order to use intermediate tone words freely in these three Korean textbook, the Korean intermediate note was subdivided, and according to the grade (primary and secondary) each finishing a contents including three teaching Korean intermediate tone words Vocabulary list. The intermediate tone after the segmentation was also divided into intermediate tense tone and intermediate added tone. Intermediate tense tone was subdivided into 'intermediate tense tone marked intermediate si-ot’, 'intermediate tense tone not marked intermediate si-ot after resonant consonants’ and 'intermediate tense tone not marked intermediate si-ot after vowel'. The intermediate added tone, according to added way of ni-eun, was subdivide into 'intermediate added tone that the front word ended in vowels, the word behind ended in nasal consonant ‘ni-eun, mi-eum’ began', ‘intermediate added tone that only added ni-eun happened’ and ‘intermediate added tone that Consonant assimilated after ni-eun consonant happened’.
In order to get the errors from the Learning Korean Chinese learners' reading intermediate tone, this study selected from intermediate tone words appeared frequently in the three textbooks as experiment content and chose Chinese learners as the recording experimental object. The words were Composited by the intermediate tense tone and intermediate added tone each 14, 20 students with Korean intermediate level of three university in China as the object of the recording experiment. Foreign Korean professional South Koreans listened the test, and judgment standard is correctly reading intermediate tone, not reading or incorrectly reading intermediate tone is the wrong answer. Through this experiment, this study demonstrated and analyzed the errors of the learning Korean Chinese learners’ reading Korean intermediate tone. The type of error most respectively is intermediate tense tone marked intermediate si-ot and intermediate added tone that only added ni-eun happened, so would formulate effective educational programs of the two differentiation types.
In chapter 4, I firstly introduced the principles of pronunciation of the intermediate tense tone marked intermediate si-ot and intermediate added tone that only added ni-eun happened, then I formulated effective educational programs of the two differentiation type.
The purpose of this thesis is to formulate effective education programs of Korean intermediate tone for learning Korean Chinese learners. But this thesis only chose the words that intermediate tone happened as test words, the words, according to boundary, that intermediate tone can happen and can’t happen will be as the object of education of follow-up study.
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