An Analysis Of Misrepresentation In Chinese Tone Acquisition By Korean Students And Its Teaching Countermeasures

Tone learning is an important part of Chinese teaching.It is a difficult problem for Korean middle school students to acquire Chinese pronunciation.The author is engaged in teaching Chinese as a foreign language during the classroom work,contact with a large number of Korean middle school students,their Chinese pronunciation problems are quite many,this paper mainly studies the Korean jeolla south do QiuLi county Chinese zero basic middle school students tone errors.Scholars have made many discussions on the issue of Korean students' intonation acquisition,but most of them are studied under the premise of superior learning conditions,strong learning atmosphere,correct learning attitude and good foundation of students.The author taught in two middle school of li county,Chinese class teaching primitive conditions,students' learning awareness indifferent,Chinese basic knowledge is weak,previous tone teaching research has not completely cover the ceremony tones learning characteristics of middle school students,and different scholars on the south Korean students' acquisition of Chinese tones difficulties and errors have different opinions and conclusions.This paper focuses on the study of Korean jeolla south do QiuLi county middle school students learn Chinese tone errors,and with the primary level ofKorean students and Seoul and other developed areas zero basic Chinese level of middle school students tone contrast research.The paper consists of five parts.The first chapter is the introduction,which mainly introduces the significance,research status,research objects and research methods.The second part,the basic situation of the two middle schools in QiuLi county and the integrated analysis of relevant phonetic materials.This part introduces the main situation of the two middle schools in QiuLi county and the students' Chinese level,and puts forward the basis of the design of phonetic materials,and summarizes and integrates the tone errors according to the recording situation.The third part,the tone error characteristics and comparative analysis of middle school students.This part aims to compare the tone errors of the middle school students,first analyzing the characteristics of tone errors,and then comparing the similarities and differences with the elementary level Korean students,Seoul and other developed area middle school students.The fourth part analyzes the causes of errors in the acquisition of Chinese tones.This part first analyzes the root causes of tone errors among Korean native speakers,and then discusses the factors affecting learners' tone learning from subjective and objective aspects.The fifth part,teaching strategy and teaching record.Based on theteaching principles and methods of tone,this part puts forward teaching countermeasures,and then designs a teaching plan for cadential students to learn Chinese tone.The author hopes that the conclusion of comparative analysis can provide the basis of Chinese tone teaching and research for volunteers to go to South Korea,and play a certain role in Korean middle school students' tone teaching in QiuLi county and even the whole south jeolla region.