| As the most important social tool, language involves two equally significant aspects which are voice and meaning, representing form and content respectively. A language cannot exist alone without voice, and then phonetic teaching becomes a primary content of TCSL (teaching Chinese as a second language). Therefore, the effect of phonetic teaching directly influences Chinese learners'outcome.In recent years, commercial trades between Chinese and Korea have been more frequent and prosperous. The number of Korean students who are willing to visit China and learn Chinese has been breaking the record for these years as well, which makes the Korea the country who sends the largest number of students to China. However, during the long period of teaching Korean students Chinese, many teachers find that when they are learning Chinese, the pronunciation of mandarin initial consonant'r'often causes biased errors and this phenomenon sometimes accompanies them to learn Chinese from the very beginning to the end, becoming one of the main restrictions for them to communicate in Chinese.Based on the Second Language Acquisition Theory, the study draws lessons from previous Chinese teaching researches and applies phonetic experiment, comparative analysis and biased errors analysis to design a comparison test towards Korean students' pronunciation of mandarin initial consonant 'r'. The study diagnoses and analyzes the test itself, natural characteristics of participants and overall results. Then the present study summarizes the regular rules of biased errors'appearance and explores the reason. In order to correct this error, the study proposes targeted and corresponding teaching solution, which indicates that Chinese teachers and specific teaching methods should be improved at the same time to strengthen the effect of teaching. The study would like to inspire future Chinese phonetic teaching towards the Korean as well. |
PDF Full Text Request