This study has a purpose to analyze Korean utterances of Chinese Korean learners regarding dialogic intonation of Korean and to indicate the errors and the causes. The dialogic intonation of Korean, the concept which is classified from vocal reading intonation, exposes speaker's intention dynamically during conversation. The research on dialogic intonation is necessary because the object of intonation studying is smooth communication. Not only are the beginners in a chaotic state but the intermediate and advanced learners are also confused in actual communication because there is no education for dialogic intonation's rules. And because an intonation acquisition is much interfered by one's native language, distinguishing error types should be preceded in a sense of formulating basic education contents. Therefore, this work compared the tone of Korean speaking by Chinese intermediate level students with that of native Korean speakers, differentiating accents and tonal phrase within and at the end of sentences. In order to conduct this research, twenty native Korean speaker and twenty Chinese intermediate level learners were sampled. They were directed to fully practice conversational scripts in Korean and dialogues by two-person groups were recorded. Subsequently, Chinese translated version was read by Chinese subjects and recorded. As a result, either LHLH pattern or LHH pattern was mostly shown for Korean speakers in the case of Accentual Phrase in which the syllable-initial segment is tense while Chinese learners made errors in the AP begins with H tone. Next, in the case of the syllable-initial segment with aspirated. Korean tent to begin with H tone while Chinese learners tent to begin with L tone. However, more errors were discovered on AP starting off with tense because most Chinese learners set the initial sound at very H tone. Next, boundary tones of dialogic intonation in the sentence did not show much difference in utterance compared to those of Chinese. Yet, the difference between boundary tones at the end of a sentence was very distinct. Unlike the intonation of vocal reading, the IP-final tone of korean dialogic intonation shows frequent rise in pitch. Most of Chinese had the pitch dropping drastically at the end of a sentence. In analyzing the Chinese translation, the phenomenon was due to transfer in Chinese intonation. This research can have the following meaning in consideration of the discussion above: First, the recent increase in studies on teaching intonation in Korean education is mostly confined to the information on vocal reading intonation, thus not qualified as a basic material for genuine education. Therefore, once complemented, the study result of vocal reading intonation can serve as a basic material in building practical contents for Korean intonation education. Secondly, it can contribute to intonation learning of Chinese students, which comprise a majority of the Korean learners. Analysis and presentation of causes of intonation errors of Chinese learners who use tonal language as their native tongue are definitely expected to be helpful. ，免费韩语论文，韩语论文 |
