Analysis And Teaching Countermeasures Of Tone Deviation Of Korean Primary School Students With Zero Chinese Foundation

People use language for the purpose of expression and communication.Accurate language expression is inseparable from correct pronunciation.The pronunciation teaching of Chinese as a second language mainly focuses on pinyin and intonation.The object of this paper is the phonetic tone errors of Korean primary school students.Taking Geoje Jesan primary school as an example,this paper uses the methods of investigation,observation,experiment and literature analysis to carry out the research.According to the author's Chinese teaching experience and research in Korea in the past two years,the most common pronunciation error in the Chinese learning process of Korean primary school students with zero Chinese foundation is the tone error of mandarin.Among them,tone errors of monosyllabic words,tone errors of disyllabic words and tone errors of hearing are different.There are three reasons for students' errors in learning Chinese intonation: first,the whole Chinese teaching including intonation has various difficulties objectively;Second,learners' own factors,including learning motivation,cognitive ability,negative transfer of mother tongue,differences in intelligence and personality,etc.Third,Chinese tones are difficult for foreign students to learn and master.To help students solve the problem of tone errors,teachers need to put the tone teaching in the important position of Chinese teaching,according to the learning characteristics and cognitive characteristics of students to design effective tone teaching methods,tone teaching and pinyin,vocabulary,sentences teaching together throughout the primary stage of Chinese teaching.In the primary stage of Chinese learning,to help students lay a good foundation for the tone of pinyin is the most important task in the primary stage of Chinese teaching.