本文是以學習韓國語的中國學生為對象，考察他們的韓國語音韻規則習得過程的探讨。中國學生雖然已經對韓國語音韻規則有了一定的學習，但是他們在韓國語音韻規則的習得過程中依舊存...
本文是以學習韓國語的中國學生為對象，考察他們的韓國語音韻規則習得過程的探讨。中國學生雖然已經對韓國語音韻規則有了一定的學習，但是他們在韓國語音韻規則的習得過程中依舊存在很多的困難。本文以初、中、高級中國學生為對象，韩语毕业论文，觀察他們對韓國語音韻規則的運用，從而略论中國學生在韓國語音韻規則習得之前出現的中間語言以及出現其發音現象的原因。
第一章中提出了本文的探讨目的和必要性，以及先行探讨和探讨措施。
第二章中介紹了錄音對象和實驗步驟，以及要考察的韓國語音韻規則和錄音資料。本文要略论的音韻規則包括障礙音的鼻音化、齒槽鼻音化<1>、流音化、硬音化、口蓋音化、子音群单纯化、用言语干末/ㅎ/脱落、/ㅎ/缩约、/ㄴ/添加、连音規則，共10個音韻规则。以在韩国首尔市某大学韩国语学堂学习的初、中、高级學生各7名，共21名中国學生为对象进行录音，录音分兩茬进行。用对话、读长文章、读短文章、根据提出的主题自然对话四种形式进行第一茬录音，通过略论第一茬录音选出最适合本文的录音形式，即对话形式, 用對話形式的錄音材料进行第二茬录音。
第三章整理和略论了實驗結果。借住以韓國語為母語的韓國人的幫助整理了實驗結果，根據實驗結果略论中國學生對韓國語音韻規則的習得狀況，指出在習得過程中出現的中間語言，並且對出現這些發音現象的原因進行略论。首先，通過實驗結果表明初、中、高級學生都未習得的音韻規則有障礙音的鼻音化、流音化、硬音化（障礙音后硬音化除外)、齒槽鼻音化<1>、/ㄴ/添加共5個；初、中、高級學生都已習得的音韻規則只有用言语干末/ㅎ/脱落；其中高級學生已習得而初、中級學生未習得的音韻規則有口蓋音化、子音群单纯化、/ㅎ/缩约；連音規則只有中級學生已習得而初級學生還處於未習得的狀態。第二，中國學生在韓國語音韻規則習得前一般會出現“按照文字標記發音、不讀收音、錯誤使用音韻規則”的發音現象。第三，中國學生在韓國語音韻規則未習得時出現的發音現象一是因為受中國語的影響，二是因為韓國語發音本身比較難或者對韓國語音韻規則不熟悉造成的。而且根據結果顯示大部份學生即使學習過了韓國語音韻規則, 在運用的時候也會出現很多問題。
第四章綜合整理了本文上述內容，韩语毕业论文，提出了中國學生在韓國語音韻規則習得過程中出現的共同特徵并對其進行總結，提出本文的結論。
對外國學生在韓國語音韻規則習得過程的現象進行探讨需要長時間的觀察，但是本文只是對相同環境下學習的中國學生進行了調查沒能進行長時間的觀察，這是本文的局限性。這也將成為以後集中探讨的課題。
This research is about the aspect of Chinese students acquiring knowledge of phonological rules of Korean language when studying Korean language. Despite studying the phonological rules of Korean language, the Chinese students are having difficulty ac...
This research is about the aspect of Chinese students acquiring knowledge of phonological rules of Korean language when studying Korean language. Despite studying the phonological rules of Korean language, the Chinese students are having difficulty acquiring knowledge the phonological rules of Korean language. This dissertation aims to disclose the cause of the aspects of the inter-language and pronunciation before the Chinese students who are in beginning, intermediate, and advanced levels acquire knowledge of the phonological rules of Korean language.
The first chapter presents the objectives and necessity of the research, preceding researches and the method of research.
The second chapter presents the subject of experiment and the procedures, the phonological rules as the subject of analysis and experimental materials. In this research the 10 phonological rules were selected to be the subjects of analysis such as obstruent nasalization, alveolar Nasalization<1>, lateralization, labial spreading, palatalization, simplification of compound consonant, elimination of /ㅎ/, abbreviation of /ㅎ/ and addition of /ㅎ/ within a predicate stem and prolonged sound rules. A recording experiment was processed divided into two times on 21 Chinese students, 7 each from beginning, intermediate, and advanced levels of the Korean language school. The first experiment was processed with the 4 types such as conversation, reading of a long writing and short writing and free speech on given subjects, and the most appropriate experiment type for the research, the conversation type, was selected as the material for the second experiment which was determined through the first experiment.
The third chapter is about the result and analysis of the experiment. The experiment result was analyzed with a support from a narrator who speaks Korean as his mother tongue, according to the experiment result observation was made to see if the Chinese students have acquired the knowledge of the phonological rules of Korean language and which inter-language they processed through, and the cause of the aspect of pronunciations was analyzed. According to the experiment result, the rules that are not being learnt by the students from beginning, intermediate, and advanced levels are determined to be the 5 types such as obstruent nasalization, lateralization, labial spreading excluding the back labial spreading, alveolar Nasalization<1> and the addition of /ㄴ/, and the rule learnt by all the students from the beginning, intermediate, and advanced levels was the elimination of /ㅎ/ only within the predicate stem.
It is also analyzed that In the case of palatalization, simplification of compound consonant and elimination of /ㅎ/, they were learnt by the students of advanced level but not by the students of beginning, intermediate level. Secondly the cause of the aspects which occur before the Chinese students acquire the knowledge of the phonological rules of Korean language was analyzed that, it is due to their mother tongue Chinese language and also because the pronunciations of Korean language is difficult as well as the phonological rules of Korean language not being recognised at all. It is also revealed that there were number of cases where most of the students did not apply the phonological rules of Korean language despite being aware of it.
The forth chapter summarizes the contents discussed above and presents the result after analysing the similar characteristics that were seen from most of the Chinese students before they acquire the knowledge of phonological rules of Korean language.
Observing the aspects of foreign students acquiring the knowledge of phonological rules of Korean language has to be conducted through a long period however, in this research there was a limitation of conducting a long term observation because the students were in a similar environment. In the future it will be our assignment to focus and find more about this sector.
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