The Error Analysis And Teaching Strategies On Chinese Phonetic For South Korean High School Students

In recent years, the number of Chinese learners in South Korea surged, the enthusiasm of learning Chinese glowed, Chinese has spread to Korean primary and secondary schools as well as kindergartens as a compulsory second foreign language lesson, it is necessary to make study of teaching strategies for a particular Chinese teaching environment, for specific students. It is hope that this thesis to make a positive contribution to those Chinese teachers who want to reach the effect on Chinese phonetic teaching,especially for those Chinese volunteer teachers who do not have teaching experience.This thesis is based on the theory of errors analysis, contrastive analysis and cognitive psychology.And it is based on a lot of phonetic errors occurred in the actual teaching activities. With the analysis of spoken errors,the major class of errors reviewed are related to consonants f,h,zh,ch,sh,r,z,c,s,j,q,x, and compound vowels,e,u,u,ie,uo,ou,ue,iien,ong,iong,uang,ueng and third tone. The thesis seeks to identify the main reasons for these learning challenges. The root causes identified are interlingual error, training error, finally the layout of the Chinese Phonetic alphabet,the reason of learning environment and students attitude. The thesis presents some practical solution and strategies for addressing these learning and pronunciation challenges. The strategies provided focus on identifying the similarities and differences between Korean and Chinese language.Avoiding generalization and placing greater emphasis of applying language and pronunciation rules within their correct context so as to minimize intralingual errors.The textbooks, the ability of the teachers and the design of lesson plan. Suggestions and recommendations into ways for improving the layout of the Chinese phonetic alphabet. Ten teaching strategies is based on experiences, they should be useful for teaching Chinese to Korean high school students.