Experiments And Analyses Of Tonal Phonics Among Korean Students Of Intermediate Level Chineser

Having four tones is a very important characteristic in Chinese, which are the most impressible elements in Chinese pronunciation structure. The author has many communications with Korean students in the spare time when giving classes to them and also has some thoughts on their tones learning problems. Since we could not find any tones in Korean, it's very difficult for them to master the changes of the four tones, such as rising tones, falling tones and rising-and-falling tones, or they cannot understand the pitch value although they could know some changes, when learning Chinese. Some researchers have discussed the problems on Korean students'acquisition of pronunciation, however, they concentrate on the study in static state. Besides, different scholars have different opinions and conclusions on Korean students'difficulties and errors in the acquisition of Chinese four tones. Whereas researches on the rules of Chinese four tones study of Korean students, so far, have been depending on listening and distinguishing measures, and we could not exactly describe their pronunciation acquisition errors by our senses; therefore, drawing out some Korean student's pronunciation swatch as the object by spot check, based on the study results from previous people, by analytical method of experimental phonetics, this paper gives a systematical acoustic analysis of features of monosyllabic tone and bisyllabic tone acquired by Korean students. There are mainly five parts:The first part. Introduction This part firstly makes it clear that the tones teaching attaches great importance to teaching Chinese as a foreign language. Then, summarize the research results and research status quo at home and abroad regarding tone acquisition. Finally, on the basis of integrated study achievements from previous people, ascertain this paper's research objects, methods, purpose and significance.The second part. Experimental design. This section mainly introduces the pronunciationer in this experiment, development and basis of the word form of the experiment, the method and the specific process. With voice analysis software Praat, SPSS13.0 and Excle as statistical tools, adopting T value normalization method of Mr Shifeng, this paper makes an experimental analysis of the situation of Korean students acquiring Chinese tones. The third part. The statistical analysis of Korean students acquiring monosyllabic tone. By analytical method of experimental phonetics, in this part, we conduct a systematical acoustic analysis of features of Korean students acquiring monosyllabic tone. Firstly, according to the mean-frequency data, we make frequency curve of Korean students pronouncing single word tone and observe its movements. Then we make a tone pattern diagram by using normalized T value data and compare that of Beijing dialect to find out errors occurred when Korean students learning Chinese word tone.The fourth part. The statistical analysis of Korean students pronouncing double words tone. Still by analytical method of experimental phonetics, we make a FO curve and T value curve of Korean students pronouncing double words and from the point of view of the pitch, study the tone errors appearing in Korean students'pronunciation of sixteen kinds of two-syllable word combination patterns.The fifth part.. Errors cause analysis and teaching strategies. In this part, we, from the negative transfer of mother tongue, the impact of features of the tone and teaching materials, etc., make a specific analysis of causes of errors Korean students make when they acquire Chinese tone and advance specific teaching strategies based on the studying results.This paper researches the Chinese four tones learning and acquisition situations of Korean students comprehensively in the direction of Shifeng's Tones-pattern Theory with the methods of experimental phonetics. We get the conclusion as follows, Korean students have basically mastered the Chinese monosyllabic tones and the first, second, third and fourth tones'characteristics although they couldn't exactly tell the comparative pitches of the Chinese four tones. Besides, the situation of bisyllabic-tone pronunciation learning is worse than the monosyllabic-tone pronunciation, which shows Korean students still have some difficulties in mastering the dynamic tones compounding. What's more, the second and third tone are the problems for Korean students'Chinese four tones acquisition. The worst error is the confusion of the second and third tone.The author hopes that the conclusions of this paper, as well as data made through software can be supplied as the basis of teaching Chinese as a second language for Chinese teacher, with a view of playing a certain role in tones teaching in the teaching , and also hope that language enthusiasts will give attention to the research of tones teaching.