【摘要】：隨著中韓兩國(guó)社會(huì)、經(jīng)濟(jì)、文化等多方面往來(lái)的日益頻繁，，在韓國(guó)掀起了“漢語(yǔ)熱”，學(xué)習(xí)漢語(yǔ)的韓國(guó)人也逐年增加。 漢語(yǔ)作為第二語(yǔ)言的教學(xué)中，語(yǔ)音教學(xué)是最為基礎(chǔ)的，語(yǔ)音是語(yǔ)言的物質(zhì)外殼，是語(yǔ)言的載體，它是人類發(fā)出的、用于表示意義進(jìn)行交際的聲音。因此，對(duì)外漢語(yǔ)教學(xué)的過(guò)程當(dāng)中，漢語(yǔ)語(yǔ)音教學(xué)理應(yīng)在教學(xué)中占有重要的地位。但現(xiàn)在大部分的語(yǔ)言教學(xué)重點(diǎn)都集中在語(yǔ)法和詞匯上，漢語(yǔ)語(yǔ)音學(xué)習(xí)只在教學(xué)的初級(jí)階段得到稍許重視，兩三周以后隨著語(yǔ)法及詞匯教學(xué)的開(kāi)始，人們對(duì)語(yǔ)音的教學(xué)也就逐漸淡化。 本論文從教師的視角出發(fā)，通過(guò)研究韓漢語(yǔ)音發(fā)音的規(guī)律，希望能達(dá)到以下目的:通過(guò)對(duì)比分析找出漢韓語(yǔ)音的異同和規(guī)律，并以表格的形式列出。通過(guò)對(duì)韓語(yǔ)和漢語(yǔ)的元音和輔音的對(duì)比分析，歸納出了漢語(yǔ)和韓語(yǔ)發(fā)音方法和音位一樣的、漢語(yǔ)和韓語(yǔ)發(fā)音方法相似的、漢語(yǔ)有韓語(yǔ)沒(méi)有的、韓語(yǔ)有漢語(yǔ)沒(méi)有的讀音，這樣的對(duì)比分析不但可以增強(qiáng)我們對(duì)兩語(yǔ)音體系進(jìn)行全面了解,更有助于兩種語(yǔ)言教與學(xué)的互相借鑒。這些分析結(jié)果可以應(yīng)用于對(duì)韓漢語(yǔ)教學(xué)語(yǔ)音,對(duì)其他外語(yǔ)學(xué)習(xí)也有很好的借鑒意義；通過(guò)語(yǔ)音對(duì)比研究總結(jié)出適合韓國(guó)學(xué)生語(yǔ)音學(xué)習(xí)的方法，并做出相應(yīng)的教學(xué)設(shè)計(jì)。筆者在不打破原來(lái)的教學(xué)大綱的基礎(chǔ)上，制定出針對(duì)初級(jí)階段的韓國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)語(yǔ)音的教學(xué)內(nèi)容和方法，通過(guò)對(duì)韓國(guó)學(xué)生漢語(yǔ)語(yǔ)音學(xué)習(xí)過(guò)程中存在的問(wèn)題，對(duì)教學(xué)的內(nèi)容和順序進(jìn)行了適當(dāng)?shù)脑黾雍驼{(diào)整，希望此設(shè)計(jì)能夠?yàn)樘岣唔n國(guó)留學(xué)生口語(yǔ)語(yǔ)音能力起著一定的作用，以便提高學(xué)生的語(yǔ)音水平，讓學(xué)習(xí)者打好良好的基礎(chǔ)，更快更好地掌握目標(biāo)語(yǔ)言；近年國(guó)內(nèi)外出版了各種的漢語(yǔ)語(yǔ)音教材,這些教材中哪些是值得我們借鑒、哪些問(wèn)題需要引起我們的注意，這些教材是否適合韓國(guó)學(xué)生漢語(yǔ)語(yǔ)音的學(xué)習(xí)，故最后一章對(duì)現(xiàn)行的漢語(yǔ)語(yǔ)音教材進(jìn)行了仔細(xì)地分析，通過(guò)對(duì)通用性教材、國(guó)別化的漢語(yǔ)語(yǔ)音教材和韓國(guó)國(guó)內(nèi)使用最多的漢語(yǔ)語(yǔ)音教材進(jìn)行了初淺地分析，希望此研究在今后針對(duì)韓國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)的教材選擇上提供一點(diǎn)幫助。
[Abstract]:With the increasingly frequent social, economic and cultural exchanges between China and South Korea, there has been a "mandarin fever" in South Korea, and the number of Koreans learning Chinese has increased year by year. In the teaching of Chinese as a second language, phonetics teaching is the most basic. Phonetics is the material shell of language and the carrier of language. Therefore, in the process of teaching Chinese as a foreign language, Chinese phonetic teaching should play an important role in teaching. However, most of the current language teaching focuses on grammar and vocabulary. Chinese phonetics is only given a little attention in the initial stage of teaching. Two or three weeks later, with the beginning of grammar and vocabulary teaching, The teaching of pronunciation has gradually been diluted. From the perspective of teachers, this thesis hopes to achieve the following goals by studying the rules of Korean and Chinese pronunciation: find out the similarities and differences and rules of Chinese and Korean pronunciation through comparative analysis, and list them in a tabular form. Based on the comparative analysis of vowels and consonants in Korean and Korean, it is concluded that the pronunciation methods of Chinese and Korean are the same as those of phonemes, that Chinese and Korean have similar pronunciation methods, that Chinese has the same pronunciation as Korean, and that Korean has pronunciation without Chinese. This comparative analysis can not only enhance our comprehensive understanding of the two phonetic systems, but also help us learn from each other. These results can be applied to Korean and Chinese teaching phonetics, and can also be used for reference in other foreign language learning. Through the comparative study of pronunciation, the methods suitable for Korean students' phonetic learning are summed up, and the corresponding teaching design is made. On the basis of not breaking the original syllabus, the author formulates the teaching contents and methods of learning Chinese phonetics for Korean students at the primary stage. It is hoped that this design can play a certain role in improving the oral phonological ability of Korean students in order to improve the students' phonological level and lay a good foundation for the learners. To master the target language faster and better; in recent years, a variety of Chinese phonetics textbooks have been published at home and abroad. Which of these textbooks are worthy of our reference and which problems need our attention. Whether these textbooks are suitable for Korean students to learn Chinese pronunciation, so the last chapter makes a careful analysis of the current Chinese phonetics teaching materials, and through the universal textbooks, This paper makes a preliminary analysis of the nationalized Chinese phonetics textbooks and the most widely used Chinese phonetics textbooks in South Korea, and hopes that this study will provide some help in the selection of textbooks for Korean students to learn Chinese in the future.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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