韩国中学生汉语音调习得偏误研究及教学策略探讨

发布时间：2018-07-26 16:21

【摘要】：因为汉语是有音调的语言，而韩语作为韩国中学生的母语是一种非音调语言，这就使音调成为韩国中学生在学习汉语时的一个难点，因此，，音调教学对韩国中学生来说就显得尤为重要。同时，韩国中学生在汉语学习的过程中形成的偏误很难进行纠正，这就要求汉语教师在教学过程中对音调教学十分重视，使韩国中学生明确音调学习的重要性。本文采用的分析材料主要来自三方面，首先是笔者在所从事教学工作的汉语教学课堂上搜集来的韩国中学生的语料，其次来自笔者任教的西仓中学所使用的教材，即《生活中国语》（初中版），最后，笔者对所任教的初中一年级学生进行了问卷调查。通过对以上三方面材料的进行分析整理，希望能够对韩国中学生在汉语音调习得和教学现状有一个初步的了解，总结出韩国中学生在汉语习得时在音调偏误方面的规律，能够对韩国中学生的音调教学有一定启示意义，进一步提高韩国中学生在汉语音调学习方面的效果。韩国中学生在汉语音调方面产生偏误的主要原因包括语际迁移、语内迁移等。另外，韩国中学生所使用的教材的编写以及学生的个性因素也导致了音调偏误的产生。本文主要对韩国中学生在学习汉语时在单音节词和双音节词的音调习得时产生的偏误进行了考察和分析，找出韩国中学生在习得单音节词和双音节词音调时产生的问题和学习难点，希望通过对其进行分析研究，能够总结出韩国中学生在音调习得方面的规律，从而更有效地进行汉语学习。在汉语教学实践的过程中，笔者发现在进行课堂训练时，对音调进行讲解时，可以根据其发音方法和特点，稍微结合夸张地示范，这样可以使学生更容易掌握音调的发音特点。然后再经过细致的讲解、跟读练习、听录音等方法，进行进一步的比较、练习、纠正，进而达到巩固学生所学习的音调知识，通过这样的学习过程，学生能够逐渐掌握正确的发音方法，发出比较标准的汉语音调。
[Abstract]:Because Chinese is a tone language, Korean language is a non tone language as the mother tongue of Korean middle school students, which makes the tone a difficult point for Korean Middle School Students in learning Chinese. Therefore, the tone teaching is particularly important for Korean middle school students. At the same time, the errors formed in the process of Chinese learning in Korean Middle School Students It is difficult to rectify. This requires Chinese teachers to attach great importance to tonal teaching in the teaching process, so as to make Korean middle school students clear about the importance of tone learning.
The analysis materials used in this paper mainly come from three aspects, first of all, the author's corpus of Korean middle school students collected in the teaching Chinese teaching class, followed by the textbooks used by the West Cang middle school that I teach, that is, "Life Chinese" (junior high school edition). Through the analysis and arrangement of the above three materials, we hope to have a preliminary understanding of Korean students' acquisition of Chinese tone and the current situation of teaching, and summarize the rules of the errors in the pitch errors of Korean Middle School Students in the acquisition of Chinese language, which can be of certain enlightenment to the tone teaching of the students in Korea. To improve Korean Middle School Students' effect in learning Chinese tones.
The main reasons for Korean students' errors in Chinese tone include interlingual transfer and intra - language transfer. In addition, the writing of textbooks used by Korean middle school students and students' personality factors also lead to the error of intonation. This paper mainly deals with the pronunciation of monosyllabic and double syllable words in Korean Middle School Students. In order to find out the problems and learning difficulties of Korean Middle School Students in acquisition of monosyllabic and double syllabic words, it is hoped that through the analysis and study of them, it is hoped that the rules of the students' acquisition of tone can be summed up and the Chinese learning is more effective.
In the course of Chinese teaching practice, the author finds that in the course of classroom training, when the tone is explained, it can be demonstrated with a little exaggeration according to its pronunciation methods and characteristics, which can make the students more easy to master the pronunciation characteristics of the tone. Then after careful explanation, follow the practice, listen to the recording and so on, carry on further By comparing, practicing, correcting, and thus consolidating the intonation knowledge that students learn, through such a learning process, students can gradually master the correct pronunciation method and send out a relatively standard Chinese tone.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】