지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Teaching and studying tone is particularly important for Korean students in the elementary level. There are three main opinions in this paper. Firstly, It is the theory complement of the tendency that enriching Mandarin phonetic teaching and research. Secondly, for the Korean students, if they can master the accuracy tone value, acquire the more classic phonetic, they will have the better foundation to learn intermediate and higher level Chinese language. what' s more, it can improve communication between South Korea and China.
The feature of the Korean students studying the Chinese tone acquisition order and error form is different in the primary stage. The order which is from hard to easy is 3ㆍ4ㆍ1ㆍ2. Down and up tone appears down tone is omitted and up tone. the Korean students always can' t stop omitting "21" down tone tendency. The other condition is omitting the "14" up tone tendency. The down tone appears the arrange of it from the top to the bottom can not be finished formally. It can also appears that they use 1 tone to replace it. The bottom of the level tone will appear that the tone value is higher. The room of the phonetic range will become narrow, the phonetic length will become short, and the upper of the tone will become difficult too.
The following reasons of studying the Chinese tone acquisition order and error form are: firstly, it comes from the effect of the phonological system Chinese have four different tones, but Korean don't have. The Korean students can not find any references in their mother tone which can be used in compared with Chinese. Secondly, There is significant culture background factors in the communications in Korean tone which made advantages and disadvantages in their understanding the meanings of Chinese. Thirdly, the generalized Chinese tone regulations make the Korean students be confused with the orders of the tones learning of it. Finally, the mandarin pronounce of their teachers are not so standard, the ways of their teaching are not so useful and the impacts of the dialects are so terrible.
To the Korean students, they can not only practice their breath and be inculcated gradually but also suspend the time of the pronunciation by using gestures. The combinations of the simplified, flexible, interesting and encouragement and the improvement of the teachers' mandarin pronounce also are ways to solve these shortcomings.
The feature of the Korean students studying the Chinese tone acquisition order and error form is different in the primary stage. The order which is from hard to easy is 3ㆍ4ㆍ1ㆍ2. Down and up tone appears down tone is omitted and up tone. the Korean students always can' t stop omitting "21" down tone tendency. The other condition is omitting the "14" up tone tendency. The down tone appears the arrange of it from the top to the bottom can not be finished formally. It can also appears that they use 1 tone to replace it. The bottom of the level tone will appear that the tone value is higher. The room of the phonetic range will become narrow, the phonetic length will become short, and the upper of the tone will become difficult too.
The following reasons of studying the Chinese tone acquisition order and error form are: firstly, it comes from the effect of the phonological system Chinese have four different tones, but Korean don't have. The Korean students can not find any references in their mother tone which can be used in compared with Chinese. Secondly, There is significant culture background factors in the communications in Korean tone which made advantages and disadvantages in their understanding the meanings of Chinese. Thirdly, the generalized Chinese tone regulations make the Korean students be confused with the orders of the tones learning of it. Finally, the mandarin pronounce of their teachers are not so standard, the ways of their teaching are not so useful and the impacts of the dialects are so terrible.
To the Korean students, they can not only practice their breath and be inculcated gradually but also suspend the time of the pronunciation by using gestures. The combinations of the simplified, flexible, interesting and encouragement and the improvement of the teachers' mandarin pronounce also are ways to solve these shortcomings.
목차
Ⅰ. 硏究意義
Ⅱ. 聲調偏誤表現
Ⅲ. 偏誤原因分析
Ⅳ. 策略探討
Ⅴ. 結語
【參考文獻】
〈Abstract〉
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