發(fā)布時(shí)間：2018-07-26 16:21

【摘要】：因?yàn)闈h語(yǔ)是有音調(diào)的語(yǔ)言，而韓語(yǔ)作為韓國(guó)中學(xué)生的母語(yǔ)是一種非音調(diào)語(yǔ)言，這就使音調(diào)成為韓國(guó)中學(xué)生在學(xué)習(xí)漢語(yǔ)時(shí)的一個(gè)難點(diǎn)，因此，，音調(diào)教學(xué)對(duì)韓國(guó)中學(xué)生來(lái)說(shuō)就顯得尤為重要。同時(shí)，韓國(guó)中學(xué)生在漢語(yǔ)學(xué)習(xí)的過(guò)程中形成的偏誤很難進(jìn)行糾正，這就要求漢語(yǔ)教師在教學(xué)過(guò)程中對(duì)音調(diào)教學(xué)十分重視，使韓國(guó)中學(xué)生明確音調(diào)學(xué)習(xí)的重要性。 本文采用的分析材料主要來(lái)自三方面，首先是筆者在所從事教學(xué)工作的漢語(yǔ)教學(xué)課堂上搜集來(lái)的韓國(guó)中學(xué)生的語(yǔ)料，其次來(lái)自筆者任教的西倉(cāng)中學(xué)所使用的教材，即《生活中國(guó)語(yǔ)》（初中版），最后，筆者對(duì)所任教的初中一年級(jí)學(xué)生進(jìn)行了問(wèn)卷調(diào)查。通過(guò)對(duì)以上三方面材料的進(jìn)行分析整理，希望能夠?qū)n國(guó)中學(xué)生在漢語(yǔ)音調(diào)習(xí)得和教學(xué)現(xiàn)狀有一個(gè)初步的了解，總結(jié)出韓國(guó)中學(xué)生在漢語(yǔ)習(xí)得時(shí)在音調(diào)偏誤方面的規(guī)律，能夠?qū)n國(guó)中學(xué)生的音調(diào)教學(xué)有一定啟示意義，進(jìn)一步提高韓國(guó)中學(xué)生在漢語(yǔ)音調(diào)學(xué)習(xí)方面的效果。 韓國(guó)中學(xué)生在漢語(yǔ)音調(diào)方面產(chǎn)生偏誤的主要原因包括語(yǔ)際遷移、語(yǔ)內(nèi)遷移等。另外，韓國(guó)中學(xué)生所使用的教材的編寫以及學(xué)生的個(gè)性因素也導(dǎo)致了音調(diào)偏誤的產(chǎn)生。本文主要對(duì)韓國(guó)中學(xué)生在學(xué)習(xí)漢語(yǔ)時(shí)在單音節(jié)詞和雙音節(jié)詞的音調(diào)習(xí)得時(shí)產(chǎn)生的偏誤進(jìn)行了考察和分析，找出韓國(guó)中學(xué)生在習(xí)得單音節(jié)詞和雙音節(jié)詞音調(diào)時(shí)產(chǎn)生的問(wèn)題和學(xué)習(xí)難點(diǎn)，希望通過(guò)對(duì)其進(jìn)行分析研究，能夠總結(jié)出韓國(guó)中學(xué)生在音調(diào)習(xí)得方面的規(guī)律，從而更有效地進(jìn)行漢語(yǔ)學(xué)習(xí)。 在漢語(yǔ)教學(xué)實(shí)踐的過(guò)程中，筆者發(fā)現(xiàn)在進(jìn)行課堂訓(xùn)練時(shí)，對(duì)音調(diào)進(jìn)行講解時(shí)，可以根據(jù)其發(fā)音方法和特點(diǎn)，稍微結(jié)合夸張地示范，這樣可以使學(xué)生更容易掌握音調(diào)的發(fā)音特點(diǎn)。然后再經(jīng)過(guò)細(xì)致的講解、跟讀練習(xí)、聽(tīng)錄音等方法，進(jìn)行進(jìn)一步的比較、練習(xí)、糾正，進(jìn)而達(dá)到鞏固學(xué)生所學(xué)習(xí)的音調(diào)知識(shí)，通過(guò)這樣的學(xué)習(xí)過(guò)程，學(xué)生能夠逐漸掌握正確的發(fā)音方法，發(fā)出比較標(biāo)準(zhǔn)的漢語(yǔ)音調(diào)。
[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.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：2146578