韩国京畿观光高中生汉语语音偏误研究

发布时间：2018-05-09 04:43

本文选题：语音偏误类型 + 偏误原因　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：笔者在韩国教学的实践过程中,通过收集两年间高中生的汉语测试结果,分析归纳出韩国高中生学习汉语语音时常出现的偏误类型,分析了产生这些偏误的具体原因,在此基础上为对外汉语教师与学习汉语的韩国学生提出了一些针对性的教学、学习方法和建议。本文总共四部分,主要内容如下:第一部分为绪论。首先结合当下韩国汉语教学的现状说明选题目的及现实意义,然后对语音偏误的研究和语音偏误对策的研究进行总体的综述分析,最后阐明本文是在收集两学年间京畿观光高中生汉语测验和平时对学生汉语学习情况观察的结果,结合在韩国的培训课程、与教授、汉语老师们的研讨心得的基础上进行分析,得以完成本文的内容。第二部分是以收集的测试题和平时作业所反映出的偏误问题为实例,总体归纳出韩国学生学习汉语语音时常出现的四种偏误类型,“模棱两可”分不清、“旧情难忘”误发为母语中的音、“丢三落四”发音动程不到位以及“四音不全”调值不准问题。“模棱两可”的发音有唇齿音f和双唇音p、舌面音j/q/x、舌尖音z/c/s和zh/ch/sh;“旧情难忘”的发音有舌尖后音r、单韵母ü、元音e和词语尾音连读;“丢三落四”分音长过短和发音动程不连贯两种情况;“四音不全”是专门针对四声的分析。第三部分结合上述偏误以及汉语和韩语两种语音系统的特点与联系,分析总结出典型的两类产生偏误的原因,母语的影响和教师发音的错误示范与自编教材的误导,其中母语的影响中包括缺乏汉语的发音习惯和有相似发音的负迁移。第四部分从教学模式和具体方法两方面阐述了应对上述语音偏误的策略,在协同教学模式方面应该做到教学分工明确、创新教学方法以及加强沟通和模切配合;在具体方法方面,按照教学顺序分为教学、练习和纠正三方面的方法。其中应对偏误的教学方法有示范法、道具法、顺联法、对比法和情境法;练习方法有发音对比法、绕口令法和四声词法;纠正方法有歌曲纠正法、趣味卡片法和声音联想法。
[Abstract]:In the course of the practice of teaching in Korea, by collecting the results of Chinese test for two years, the author analyzes and summarizes the types of errors often occurring in Korean high school students' learning Chinese phonetics, and analyzes the specific reasons for these errors. On the basis of this, some aim is put forward for the teachers of Chinese as a foreign language and the Korean students learning Chinese. The main contents of this article are as follows: the first part is the following four parts: the first part is the introduction. Firstly, it explains the purpose and the practical significance of the present situation of Korean Chinese teaching, and then makes a summary and analysis of the research of the phonetic errors and the research of the phonetic error countermeasures. Finally, it is clarified that this article is collecting two. The results of the Chinese test of the Gyeonggi high school students and the observation of the students' Chinese learning in peacetime were analyzed on the basis of the training course in Korea, with the professors and the Chinese teachers, and the second part was the errors reflected by the test questions and the normal homework. There are four types of errors that Korean students often have to learn Chinese phonetics. "Ambiguous" is not clear. "Unforgettable old feelings" are mistaken in the mother tongue. The pronunciation of "lost three and a four" is not in place and the "four tone is not complete" is not allowed. The pronunciation of "model prismatic two" has a labial sound F and a double lip P, a tongue surface. Sound j/q/x, tongue tip sound z/c/s and zh/ch/sh; "unforgettable" pronunciation has the tip of the tongue R, the single rhyme mother u, the vowel e and the end of the word read; "lose three and fall" length too short and articulatory range incoherent two cases; "four tone incomplete" is specially aimed at four sound analysis. The third part is combined with the above errors and Chinese and Korean two languages. The characteristics and connections of the phonetic system, analysis and summary of the two typical causes of errors, the influence of the mother tongue and the misleading of the teacher's pronunciation, and the misleading of the self compiled textbooks, among which the influence of the mother tongue includes the lack of Chinese pronunciation habits and the negative transfer of similar pronunciation. The fourth parts are expounded from two aspects of teaching mode and specific methods. In response to the above-mentioned phonetic errors, we should make clear division of division of labor, innovate teaching methods and strengthen the coordination of communication and die cutting in the cooperative teaching mode. In the concrete methods, the teaching methods should be divided into teaching, practice and Jiu Zhengsan's methods. Contrast method and situational method; practice method has pronunciation contrast method, tongue twister method and four voice morphology; correction methods include song correction method, interesting card method and voice association method.

【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】