韩国初级汉语水平学习者学习汉语的语音偏误分析

发布时间：2018-05-31 09:40

本文选题：汉语语音 + 偏误　；参考：《西安外国语大学》2017年硕士论文

【摘要】：语言教学的开始就是语音教学,汉语在作为第二语言进行教学时也同样如此。本文从汉语和韩语的对比出发,将对比语言学理论、汉语作为第二语言习得理论和对外汉语教学理论作为理论的基础,结合本人在韩国安养市冠阳高中二年级学习者的教学实践,重点总结和分析了韩国初级汉语水平学生的语音偏误,主要包括汉语声母发音偏误、韵母发音偏误和声调发音偏误。其中,汉语声母主要偏误集中在以下几组音:f和h,z、c、s和zh、ch、sh,j、q、x,r和l。韵母的主要偏误从单韵母、复韵母和鼻韵母三方面进行概括分析:单韵母偏误主要集中在ü、e、-i、er;复韵母偏误包括ai和ao,ei、ie和üe,uo和ou,iao、iou和uei;鼻韵母偏误主要包括üan和ün,eng和ong,uen和ing。在声调方面的偏误主要表现在单个字的声调偏误、双字的声调偏误以及一些语流音变偏误。例如,上声的变调和一些特殊的变调,如“一”和“不”的变调。此外,本文还对这些偏误的原因进行了具体地探索和分析,并结合自身的教学实践和经验,提出了一些具体的解决方案,比较具有代表性的是手势法、图示法和游戏教学法。最后部分为结语部分,总结全文,指出不足,表示感谢。
[Abstract]:The beginning of language teaching is phonetics, and so is Chinese as a second language. Starting from the contrast between Chinese and Korean, this paper takes the theory of contrastive linguistics, the theory of Chinese as a second language acquisition and the theory of teaching Chinese as a foreign language as the theoretical basis. Combined with my teaching practice in Guanyang Senior High School in Anyang City, South Korea, this paper summarizes and analyzes the phonetic errors of Korean primary Chinese students, including the errors of Chinese consonant pronunciation, vowel pronunciation error and tone pronunciation error. Among them, the errors of Chinese consonants are mainly concentrated in the following groups: F and HJZC ~ s, and zhangchengshanjang QUQUXHU _ r and lr. in Chinese consonants, the Chinese consonant errors are mainly concentrated in the following groups. The main errors of vowel include single vowel, complex vowel and nasal vowel: single vowel error is mainly concentrated in 眉 ezhi-ijier; complex vowel error includes ai and ao Eeiuo and u ebuiuo and ouyiaoguaniou and ueii; nasal vowel error mainly includes 眉 an and 眉 neng and ongjiuen and inging. The main errors of vowel are single vowel, complex vowel and nasal vowel, which are mainly composed of single vowel, complex vowel and nasal vowel. The errors in tone are mainly reflected in tone errors of a single word, tone errors of two characters and some phonological errors of flow. For example, the tone of voice and some special variations, such as "one" and "no". In addition, this paper makes a concrete exploration and analysis of the causes of these errors, and puts forward some concrete solutions combining with its own teaching practice and experience. The more representative ones are gesture method, graphic method and game teaching method. The last part is the conclusion part, summarizes the full text, points out the insufficiency, expresses thanks.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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