The Divergence Analysis And Countermeasures To The South Korea's Learning Of Chinese Pronunciation

There are always some universal and regular difficulties and divergences when the South Korea learn Chinese Pronunciation. The analysis and study on these difficulties and divergences is believed to be helpful to the improving of the efficiency in the Chinese Language Teaching. This thesis mainly explores the divergences of pronunciation and points out the reasons and then offers some useful teaching methodology of pronunciation.This thesis is composed of three parts.The first part analyzes the divergences of the South Korea's learning Chinese Pronunciation in details from the perspectives of initials, finals, tone, and sound Sandhi. The finding includes: the initials divergences mainly in b, p, f, h, l, r, z, c, s, zh, ch, sh, j, q, x, while the finals divergences mainly in o, e, u, v, an, ou, and the syllables of the ending of a final. What's more, in the practice of teaching the South Korea's pronunciation, we find that they often make some divergences in the learning of tone of Chinese Pu Tong Hua Pin Yin, which have something in common: the divergences on Yin Ping, Yang Ping, Shang Sheng, and Qu Sheng. Furthermore, The South Korea students not only make these divergences on single reading, but also on neutral tone, tone Sandhi, Er finals, and mood auxiliary "A[a]". The second part analyzes these divergences and draws a conclusion that the reasons that lead to these divergences are diversified, including interlanguage transfer, innerlanguage transfer, and divergences produced by misunderstanding of Han Yu Pin Yin Fang An. Then the author makes a specific analysis on these divergences and finds out the specific reasons leading to these divergences. In the third part, the author provides the specific methods and countermeasures based on the analysis of the South Korea's divergence in learning Chinese Pronunciation. The author holds the view that, in the practical pronunciation teaching, the common methods includes: Graphical Method, Demonstration Method, and Practice Method. In the teaching countermeasures, firstly, making multi-aspect comparative study; secondly, solving the three weak aspects existing in Chinese tone teaching; thirdly, taking the advanced teaching methods bravely; and fourthly, perfecting Han Yu Pin Yin Fang An gradually. In addition to these, making some necessary explanations, based on the conflicting arguments of "Finals-centered" and "Tone-centered" and the fact that there is no tone in Korea Language.