Initial error analysis of Korean fundamental Chinese learners = Hanguo chu ji Han yu xue xi zhe Han yu sheng mu pian wu yan jiu

Abstract

Based on the Theory of Contrastive Analysis and Inter-language Theory, this paper investigates the common initial errors of Korean fundamental Chinese learners in different groups. The data were analyzed by listening to it and were described with IPA. 7 initial errors were found in this paper, such as a) errors of recognizing and pronouncing “b” and “p”; b) errors of “z/c/s” and “zh/ch/sh” c) errors in pronouncing “r” and so on.

In order to avoid contributing all the errors to the impact of first language transfer, the students were chosen with 3 different nationalities, including Korean, Pakistani and Brazilian. The participants are all at the same age without any experience of learning a third language. This research analyzed the errors’ reasons in terms of interlanguage transfer, intralingual transfer, students’ learning attitudes and the impact of target language. Softwares called Praat and Cooledit were used to analyze the data. The reasons were analyzed with the help of the format, burst and VOT of the spectrograms.

The results indicated that some errors made by all the students from different countries are due to the difficulties of the target language. As for these mistakes, even some native speakers may make them in their daily life. The reasons for these errors can be traced back to the target language itself, rather than relating them to the negative transfer of the first language. At last, some useful pedagogical recommendations were mentioned to facilitate the Chinese language education.

本文以对比分析理论与中介语理论为理论基础，以调查分析法为研究方法对 韩国初级汉语学习者的汉语声母偏误进行了分组对比研究。语音资料以由经过专 业训练的母语者听辨的方式进行统计，并得出韩国学生声母偏误共7 个，例如： 送气音与不送气音混淆；舌尖前音与舌尖后音混淆；舌尖后浊擦音闪音化，舌面 音尖音化等。

为了避开当前研究将偏误原因完全归结于母语负迁移的错误，笔者通过对比韩国、巴基斯坦、巴西三类同等水平、无第三外语、年龄相同的汉语学习者的不同偏误情况，对偏误产生原因进行了细致分析。本文从语际迁移、语内迁移、学习者学习态度和目的语语言本体角度；以Praat、Cooledit 等语音软件为分析手段；通过观察共振峰、冲直条、嗓音起始时间等元素来分析韩国初级汉语学习者声母偏误产生的原因。

经过分析，本文得出结论：即某些所有国家学生都出现发音偏误的声母，其自身都有相当的难度，母语学习者在学习的时候也会出现种种错误。这种情况下，偏误则是由目的语本身的难度等级影响而来。母语负迁移只是影响了学生声母偏误的形式。另外，笔者还针对韩国学生出现的不同偏误提出了针对性的教学方法，希望可以对对韩汉语声母教学方面有所启示。