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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 동아인문학회 동아인문학 東亞人文學 第47輯
- 발행연도
- 2019.6
- 수록면
- 221 - 244 (24page)
- DOI
- 10.52639/JEAH.2019.06.47.221
이용수
초록· 키워드
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The research scope of the thesis is limited to the initial stage of Chinese consonant teaching. Based on the research and development of Korean local textbooks and the comparison of Korean and Chinese consonants, the thesis combines Korean Learners’ pronunciation difficulties in Chinese learning, which examines the pronunciation arrangement and annotation of Korean mainstream adult Chinese textbooks.
Firstly, the thesis investigates the consonant system and characteristics of Chinese and Korean consonants, and comprehensively describes the differences between Korean and Chinese consonants. For example, from the size of consonant catalogues in Korean, English and Chinese, Chinese consonants are more difficult than English consonants; at the same time, the Korean and Chinese consonants are contrasted around the pronunciation position and pronunciation method that some Chinese consonants are identical with Korean consonants in terms of pronunciation position and pronunciation method. In case of this, these consonants are taught in the same pronunciation of the mother tongue, which can improve the teaching efficiency. In addition, some Korean and Chinese consonants have similar pronunciation methods, but their pronunciation parts are different which will cause negative transfer when they are taught by the method of similar pronunciation in their mother tongue.
Secondly, after investigating four mainstream adult Chinese textbooks widely used in Korea, there are two questions found by the author. On one hand, Korean learners’ recognition of Chinese pronunciation has been neglected. On the other hand, the arrangement of textbooks basically follows the arrangement order of the Chinese phonetic scheme, which is difficult to find a reasonable reason. Based on the comparative analysis and textbook survey results, and according to Prator"s (1967) Difficulty Level Mode, the author tries to propose a new arrangement order.
The last but not least, the thesis analyses the phonetic annotations of three Chinese textbooks widely used in Korea of which phonetic annotations generally uses the “Proximity Mother Tongue Annotation Method”. The thesis suggests that the method of annotation of similar pronunciation in mother tongue should be carefully examined and the similarity annotation method must point out the similarities and differences clearly.
Through the contrastive description of Chinese and Korean consonants and the analysis of Korean mainstream Chinese textbooks, the thesis deduces the real consonants teaching situation for Korean learners. In case of this, it puts forward some suggestions for improvement which can strengthen the systematicness and effectiveness of Chinese textbooks in Korean.
Firstly, the thesis investigates the consonant system and characteristics of Chinese and Korean consonants, and comprehensively describes the differences between Korean and Chinese consonants. For example, from the size of consonant catalogues in Korean, English and Chinese, Chinese consonants are more difficult than English consonants; at the same time, the Korean and Chinese consonants are contrasted around the pronunciation position and pronunciation method that some Chinese consonants are identical with Korean consonants in terms of pronunciation position and pronunciation method. In case of this, these consonants are taught in the same pronunciation of the mother tongue, which can improve the teaching efficiency. In addition, some Korean and Chinese consonants have similar pronunciation methods, but their pronunciation parts are different which will cause negative transfer when they are taught by the method of similar pronunciation in their mother tongue.
Secondly, after investigating four mainstream adult Chinese textbooks widely used in Korea, there are two questions found by the author. On one hand, Korean learners’ recognition of Chinese pronunciation has been neglected. On the other hand, the arrangement of textbooks basically follows the arrangement order of the Chinese phonetic scheme, which is difficult to find a reasonable reason. Based on the comparative analysis and textbook survey results, and according to Prator"s (1967) Difficulty Level Mode, the author tries to propose a new arrangement order.
The last but not least, the thesis analyses the phonetic annotations of three Chinese textbooks widely used in Korea of which phonetic annotations generally uses the “Proximity Mother Tongue Annotation Method”. The thesis suggests that the method of annotation of similar pronunciation in mother tongue should be carefully examined and the similarity annotation method must point out the similarities and differences clearly.
Through the contrastive description of Chinese and Korean consonants and the analysis of Korean mainstream Chinese textbooks, the thesis deduces the real consonants teaching situation for Korean learners. In case of this, it puts forward some suggestions for improvement which can strengthen the systematicness and effectiveness of Chinese textbooks in Korean.
목차
中国语抄录
Ⅰ. 引言
Ⅱ. 韩汉辅音对比得出的声母教学启示
Ⅲ. 韩国汉语教材的声母编排顺序和注释分析
Ⅳ. 结语
参考文献
Abstract
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UCI(KEPA) : I410-ECN-0101-2019-001-000873736