Pronunciation is the first osculated component when we start to learn a foreign language. Mother-tongue effects have a certain extent of influence to the perception of the pronunciation. However, the first language of most of Chinese people is not ne...
Pronunciation is the first osculated component when we start to learn a foreign language. Mother-tongue effects have a certain extent of influence to the perception of the pronunciation. However, the first language of most of Chinese people is not necessary to be the standardized Chinese mandarin; dialects are what they have been using as they grow up. Therefore, for those who were not raise in the standardized mandarin zone, the effects of the local dialects to the foreign pronunciation study is not negligible.
Currently, there are a lot of studies about the Korean pronunciation of Chinese students, nevertheless, a great proportion of them have chosen the students from mandarin-speaking zone as subjects, very few treatises has put dialects under consideration. This thesis, therefore, has the primary aim that, starting from the Korean pronunciation issues encountered of the students from Wu-dialect area, effective pronunciation pedagogy can be formulated for this area particularly, by comparison and analysis of the phonemes and error analysis to the pronunciation.
In Chapter 2, by comparing the vowel phonemic system and constant phonemic system between Wu dialect and Korean, and Wu dialect and mandarin, the possible mistakes of both Wu-dialect students and mandarin students, and the possible mistakes of Wu-dialect student merely aresurmised.
Chapter 3 presents the Korean pronunciation error analysis for Wu-dialect students particularly based on investigation.
Chapter 4 is aimed to formulate a specialized Korean pronunciation pedagogy for Wu-dialect students based on the previous research, investigation and analysis.
This thesis was the first time to perform Korean pronunciation and error analysis particularly for Wu-dialect students. It has a certain degree of benefits for the Korean study of the Wu-dialect students. However, this thesis has only focused on the Korean vowel phonemic and constant phonemic, further studied are necessary for the intonation and Korean phonological process in this particular area.
当我们学习一门外语的时候, 最先接触到的部分便是发音. 有探讨表明, 母语对学习一门外语的发音有着一定的关系. 然而关于中国人来说, 中国人的母语并非全是标准语而是从小说到大的当地...
当我们学习一门外语的时候, 最先接触到的部分便是发音. 有探讨表明, 母语对学习一门外语的发音有着一定的关系. 然而关于中国人来说, 中国人的母语并非全是标准语而是从小说到大的当地方言. 所以, 关于中国学生来说, 当地的方言对学习一门外语的发音有着一定的作用.
现在, 对于针对中国学生的韩国语教育探讨有很多, 但是这些探讨大部分都是以标准语为母语的学生作为探讨对象的. 考虑到方言的论文相当之少. 所以本论文的主要探讨目的就是, 以吴方言地区的学生在学习韩国语的时候遇到的发音问题为中心点, 通过对比略论和吴方言地区学生出现的实际韩国语发音错误略论, 找出吴方言地区的学生实际出现的韩国语发音问题, 针对这些问题进行相对的教育方案拟定.
第二章, 通过将吴方言和标准语, 吴方言和韩国语的母音, 子音音韵体系进行对比, 从而推测出吴方言地区的学生和标准语地区的学生在学习韩国语时可能会出现的不同错误以及吴方言地区学生在学习韩国语时具体可能会出现的错误.
第三章, 通过实际发音调查, 对吴方言地区学生出现的实际韩国语发音错误进行了误差略论
第四章, 在前面理论和实践结果略论的基础上, 提出针对吴方言地区学生的韩国语发音教育方案.
本论文首次对吴方言地区的学生进行了实际的韩国语发音调查和错误略论, 对吴方言地区的学生在以后学习韩国语时有着一定的帮助, 但是本论文中只提到了韩国语的子音和母音, 以后还需要在韩国语语调, 音韵变动等各个方面进行的中国方言地区学生的韩国语发音探讨.
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