A Study On The Pause-Extension Acquisition Of Korean Students In Chinese Ancient Poem Reciting

Usually, the improper pause-extension plays an important part for foreign students in speaking Chinese in an unnatural tone. There are two contents in pause-extension: one is called by ‘pause’ or ‘stop’; the other is ‘extension’ or ‘connection’. The dominating field of pause-extension for previous papers is analysis of pause-extension in Chinese simple sentences, short paragraphs and simple introduction sentences, spoken by teaching of Chinese as a foreign language(simplified by TCSL) learners compared with Chinese native speakers, and the analysis does not include pause-extension of poem reciting for foreign students. As it is stated in papers published, we get to know that the reciting style does have some influence on pause-extension. The pause-extension learning of poem reciting, useful to learn Chinese phonetics and culture for foreigners and strengthen the fun of learning, plays an important role in TCSL. Up to now, there are few papers involved with pause-extension coupled with poem reciting. So the paper discusses the understanding of pause-extension in poem reciting for foreign students. Students investigated in experiments mainly include three types: Chinese native students, middle grade students of South of Korean and high grade students of that. The reading materials contain five-character and seven-character poems both of which are easily understood. Poems read by South of Korean students and Chinese students are recorded and processed by the phonological software to analyze and get the differences of pause-extension between three types of students. As for the method of experiments, the paper adopts the method of phonetics acoustic measurement coupled with manual listening and distinguishing, and the method of absolute time coupled with relative time.We get the following conclusions from this paper: For Chinese students, the relative durations between different rhythm boundaries reveal the law that both the time between sentences, commas and pauses between syllables, and the time inside the pause between syllables decrease gradually. The relative durations of previous syllables between different rhythm boundaries shows that the previous syllable between sentences, the previous syllable between commas and that of pause between syllables decrease gradually. That means that that the time length of silence increases with the improvement of rhythm boundaries grade. The extension quantity of previous syllables of rhythm boundaries increases with the growth of rhythm boundaries. At the same time, we get the conclusion that there is a pause of pauses between syllables of five-character poem for Chinese students, while there is no pause of pauses between syllables of seven-character poem. But it should be noted that there are obvious pauses of pauses between syllables by manual listening. The experiments show that pause-extension errors of South of Korean students appear in that there are some pauses in the pause between syllables, leading to the discontinue for the listening sense; high grade students read fluently than middle grade students, but they lack the sense of pause-extension, resulting to the phenomenon of ‘no breath read’; there are some students not following two laws that ‘The time length of silence increases with the improvement of rhythm boundaries grade’ and ‘The extension quantity of previous syllables of rhythm boundaries increases with the growth of rhythm boundaries’. Besides, we find that there are some differences between pause-extension errors for different grades of South of Korean students.The paper contains five parts. The first chapter is introduction, the second chapter introduces some terminologies about reciting and pause-extension, mainly including the definition and importance. The third chapter mainly discusses the pause-extension acquisitions in reading five-character and seven-character poems for Chinese and South of Korean students, which are regard to the relative time of pause times, frequency, location, different rhythm boundaries, and previous syllables of different rhythm boundaries. And then the paper explain the influence on pause-extension acquisition by different countries and grades. The forth chapter makes a compare between pause-extension acquisition of five-character poem and that of seven-character poem from different countries and grades, and then analyses errors of poem pause-extension for South of Korean students according to the preceding conclusions. Finally The paper gives some suggestions for the study of poem reciting pause-extension from the points of teachers, students and teaching materials in seventh chapter. The last chapter is conclusions mentioned above. Among them, the third chapter and forth chapter as well as fifth chapter are the keys.