The Study On Errors Of High School Students Learning Chinese Initials In Daejeon Korea

Learning Chinese as a second language, the learner often with some universality, regularity errors. In Korea Daejeon Songchon high school as a volunteer Chinese teachers in the process, we found that the problem also exists. Therefore, the Korean high school students learning Chinese initials Errors in this issue of the theory and practice of combining. Voice test mode, the speech samples are processed with statistical methods to listen to debate the statistics initials bias data, based on observations of daily teaching as a reference, we found overall consonants s, r, c, z, ch, j bias the highest rate, f, sh, h, zh bias to 1.58, while the lower rate bias initials g, p, n, l, q, x, d, t, k a, b and m errors in the voice test was zero. Select a higher rate bias initials, according to the form of these errors these Initials Initials Errors type classification- tongue tongue tone sound bias, after the tongue voiced fricative r [?] and the tongue side of the cloud tone 1 [l] bias, lips and teeth fricatives f [f] and bilabials b [p], p [p ’] bias, tongue fricatives h [x] bias, the use error analysis theory, interlanguage and comparative analysis theory, comparing Chinese and Korean voice, found cause for these reasons bias is negative migration affect Korean large number of Chinese words and similarities and Chinese and Korean voice differences of Chinese speech generated, and for these specific bias, the corresponding effective teaching strategies and methods for teaching Chinese initials Daejeon high school students, namely demonstration teaching method, comparative pedagogy, excessive teaching, targeted teaching methods and teaching methods fun and so on.