The present dissertation investigates phonological differences between Chinese characters in Korean and Mandarin under the application of theory of Korean-Chinese contrastive linguistics, and consequently provides effective teaching-learning method.
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The present dissertation investigates phonological differences between Chinese characters in Korean and Mandarin under the application of theory of Korean-Chinese contrastive linguistics, and consequently provides effective teaching-learning method.
According to the final consonant of Korean syllables appearing in various phonological environments, research objects are divided into four situations, as shown in blow:
Firstly, pronunciations of final consonants in first and second syllables are the same such as in an example of '발달(發達)[paltʼal]'.
Secondly, first syllable is opening and second one is closed with a consonant, for example, '위암(胃癌)[üam]'.
Thirdly, the word composite a closed syllable followed by an open syllable such as '실내(室內)[ʃillɛ]'.
Lastly, the pronunciations of final consonants in first and second syllables are different, as shown in an example of '독립(獨立)[toŋnip⌝]'.
In oder to find out mistakes Chinese Korean learners make in pronunciations of Korean syllables mentioned before, reasons they mispronounce, and how oftern they make a mispronunciation, I conduct an experiment in which 30 participants are asked to complete a research concerning pronunciation and listening recognition.
The results are listed below:
Errors are ranged in the order of '-ㄴ, -ㅇ < -ㅁ < -ㄹ, -ㅂ, -ㄱ', which is contributed by the distinct differency from final consonants of Korean Chinese characters syllable with those of Mandarin especially in the Northern province in China.
Chinese Learners of Korean tend to show troubles in hearing and pronunciation in the order of 'glottalization > "n" addition > consonantal assimilation > nasalization > liquidization > syllable final neutralization > aspiration > lenis stop voicing '.
The errors in listening and pronunciation of chinese learners of Korean not only are due to the learners themselves, but also have a close relationship with teaching method of korean teachers and study reality. Taking into account these conditions, we have inquire into korean education system intended for foreigners, which is implemented in school. The subjects are 5 Korean teachers who are in active service in the educational area.
The survey reveals that even though two contries are shared Chinese characters, teachers do not spend much time to account for the differences of Chinese character pronunciation in Korean and Mandarin because of teachers’ sufficient knowledge background.
Concerning this result, targeting teachers and students, this thesis presents effective Teaching-Learning method for pronunciation of Chinese character in Korean. This teaching plan establishes learning steps involved various phoneme fluctuations occurring in the final consonant of Korean Chinese characters syllable, and it can help for Chinese students to understand them.
In other words, the frequency of errors is investigated, after proposed learning method in guidance plan is applied to classes. It is compared to the previous results, checking the possibility of practical use in educational area for the future. A further study develops teaching method, which is referred and complemented by existing examples.
This study has three advantages that previous study did not point out, to be a creative teaching method.
First, korean text book needs to have contents regarding to pronunciation comparision between Chinese character in Korean and Mandarin, which based on the fact that existing korean text books do not show the there are congruent relationship such as korean stop sounds '-ㅂ, -ㄱ, -ㄹ' and chinese final consonants '-p, -k(&-ʔ), -t(&-r)'.
Second, In my study korean text book needs to supplement phoneme fluctuations of chinese in korean and how to mark loan words, according to the 'korean standard pronunciation rules', and 'loanword orthography', which are ed in 'language standard'. This study emphasizes education of fortis pronunciation. Concerning the fortis, The onset in non-initial syllable of chinese tends to be a fortis such as '발달(發達)[발딸], 국가(國家)[국까], 입시(入試)[입씨]', and compound words that consist of original korean morpheme and chinese morpheme, such as '등불(燈-)[등뿔], 눈동자(-瞳子)[눈똥자], 공적(公的)[공쩍], 헌법(憲法)[헌ː뻡]'.
This dissertation analyzed the errors of pronunciation occurred by chinese students, but the problem of time restriction and non-native author caused to leave something in study of medieval times and ancient ages. Also the results in diachronic linguistics in the previous study are cited. If the problem existed, the content with most of flaws would be corrected soon. What I must to do is to address the deficiency in response to the demands of linguist. I wish that my study can help to educate Chinese students, suffering in learning korean chinese.
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