【摘要】：因為漢語是有音調(diào)的語言，而韓語作為韓國中學生的母語是一種非音調(diào)語言，這就使音調(diào)成為韓國中學生在學習漢語時的一個難點，因此，，音調(diào)教學對韓國中學生來說就顯得尤為重要。同時，韓國中學生在漢語學習的過程中形成的偏誤很難進行糾正，這就要求漢語教師在教學過程中對音調(diào)教學十分重視，使韓國中學生明確音調(diào)學習的重要性。 本文采用的分析材料主要來自三方面，首先是筆者在所從事教學工作的漢語教學課堂上搜集來的韓國中學生的語料，其次來自筆者任教的西倉中學所使用的教材，即《生活中國語》（初中版），最后，筆者對所任教的初中一年級學生進行了問卷調(diào)查。通過對以上三方面材料的進行分析整理，希望能夠?qū)n國中學生在漢語音調(diào)習得和教學現(xiàn)狀有一個初步的了解，總結出韓國中學生在漢語習得時在音調(diào)偏誤方面的規(guī)律，能夠?qū)n國中學生的音調(diào)教學有一定啟示意義，進一步提高韓國中學生在漢語音調(diào)學習方面的效果。 韓國中學生在漢語音調(diào)方面產(chǎn)生偏誤的主要原因包括語際遷移、語內(nèi)遷移等。另外，韓國中學生所使用的教材的編寫以及學生的個性因素也導致了音調(diào)偏誤的產(chǎn)生。本文主要對韓國中學生在學習漢語時在單音節(jié)詞和雙音節(jié)詞的音調(diào)習得時產(chǎn)生的偏誤進行了考察和分析，找出韓國中學生在習得單音節(jié)詞和雙音節(jié)詞音調(diào)時產(chǎn)生的問題和學習難點，希望通過對其進行分析研究，能夠總結出韓國中學生在音調(diào)習得方面的規(guī)律，從而更有效地進行漢語學習。 在漢語教學實踐的過程中，筆者發(fā)現(xiàn)在進行課堂訓練時，對音調(diào)進行講解時，可以根據(jù)其發(fā)音方法和特點，稍微結合夸張地示范，這樣可以使學生更容易掌握音調(diào)的發(fā)音特點。然后再經(jīng)過細致的講解、跟讀練習、聽錄音等方法，進行進一步的比較、練習、糾正，進而達到鞏固學生所學習的音調(diào)知識，通過這樣的學習過程，學生能夠逐漸掌握正確的發(fā)音方法，發(fā)出比較標準的漢語音調(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.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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