• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Journal of Digital Contents Society
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• v.17 no.4
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• pp.227-234
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• 2016

When Chinese character used in Korea, so did the characters' pronunciation, so many Korean Chinese characters today have similar pronunciation with Chinese, but since Korean and Chinese pronunciations were preserved and developed in different alphabets, the written letter of the pronunciation also differs. This study on Chinese education, has constructed and implemented an easy way to study Chinese pronunciations by creating conversion rule set between Chinese pronunciation, Chinese Hanyu latin Pinyin and Korean chinese character pronunciation consisting of an initial sound, a medial vowel, and a final consonant. This study has established web version and application version of this conversion rule set education system to enhance Chinese education.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.275-276
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• 1996

Koreans learning Mandarin Chinese are faced with serious pronunciation errors in vowels, consonants and tones, etc. Most of these pronunciation errors are found to be due the transference of the native Korean phonetic habits. Following are some of the most common pronunciation errors encountered by Koreans learning Chinese.

• Journal of Korean language education
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• v.28 no.1
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• pp.251-268
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• 2017

This study is based on differences of syllable type between Korean and Chinese language pronunciation. For example, Nasal consonant ending 【n】 and 【${\eta}$】 reside in both Korean and Chinese phonetics simultaneously. However, in experiential training, Chinese learners will make errors in pronunciation of the Korean syllable nasal consonant ending like 【n】 and 【${\eta}$】. In the previous research, analysis of pronunciation errors were often based on the perspective of phonological system and combination of the phoneme rules. However, in this study, the analysis is based on the differences between Korean and Chinese syllables category to indicate the cause of pronunciation errors. The main findings of this study indicated that in the process of pronunciation of Chinese, nasal consonant syllable rime and its 【back】 tongue vowel are combined with each other. However, this rule does not apply in Korean pronunciation. Therefore, the Korean syllabic types like "앤, 응, 옹, 앵, 은, 온, 언" also exist in the Chinese language. When theChinese learners pronounce these types of syllables, the combination of the voweland nasal syllable rime rule will be taken, which will result in pronunciationerrors.

• Journal of Korean language education
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• v.29 no.3
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• pp.165-196
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• 2018

This study examined the language acquisition of children from Chinese families in Korea under the bilingual background of Korean and Chinese, focusing on pronunciation and vocabulary. First, in the analysis of pronunciation acquisition, children correctly realized the lenition, aspirated sound, glottalization, palatalization, nasalization, and liquidization while the realization of pronunciation rules for unfamiliar words was low. There were also errors caused when the application principles of pronunciation were not accurately understood or they were not partially acquired. Second, in the analysis of vocabulary acquisition, the acquisition of receptive vocabulary was in the order of verb, noun, and adjective while they clearly understood vocabulary used in the actual relationships with school, family, and peers. In the acquisition of productive vocabulary, they showed the 'meaning-centered principle' of learning the meaning of vocabulary first and then learning its form afterwards. The amount of study and exposure to Korean language had effects on the improvement of vocabulary. Even though this study focused on the errors and characteristics in the acquisition process of Korean pronunciation and vocabulary for children from Chinese families in Korea, it could not clearly find out which one would have greater effects on the acquisition of Korean language. However, lots of exchanges and experiences with surrounding environment and peer group had great effects on the language acquisition and language acquisition transfer of children.

• Annual Conference on Human and Language Technology
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• 2005.10a
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• pp.139-144
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• 2005

When a Japanese learner in Korea tries to find Japanese dictionary, he must know the pronunciation of the target word. But it's not easy to know the pronunciation of target word from Japanese sentence. Because most of general Japanese sentence shows only HanJa(Chinese character) instead of Kana(Japanese alphabet). If the Japanese learner knows the Korean traditional pronunciation of the target word, he can input the word to electronic Japanese dictionary with the Korean pronunciation. For this solution, the dictionary service provider must convert the Japanese word to Korean pronunciation, in advance. After setting of the conversions as a additional searching process, we can find the target word through Korean pronunciation of the Japanese HanJa, This process is possible for the three reasons below, 1. Korean, Japanese and Chinese are using the nearly same HanJa. The difference is small. 2. Most Japanese learner in Korea, knows the Korean pronunciation of the HanJa. 3. The Korean pronunciation of the HanJa is nearly unique, a HanJa has a Korean pronunciation, generally.

• Lingua Humanitatis
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• v.7
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• pp.31-56
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• 2005

In most Asian areas Chinese writing and characters had been used as a unique recording device. The way to account for the circumstance related with the writing system could be twofold. Firstly the races inhabited around Sino-territory actually neither used the type of languages as Chinese - not isolating type but agglutinative one - nor established any independent writing letters. Secondly those people who belonged to the races accepted the writing system of China due to the frequent cultural and economical interchange between them and Chinese people. In Korean peninsula the same situation of linguistic phenomenon had been pervasive. The aborigine of the territory who acquired to use Chinese writing applied their knowledge of the second language to record the facts related with the management of the country. But the grammatical structure of Chines writing and native language showed the remarkable contrast; so, the people of the peninsula managed the specific letter system - in other words, the discrepancy between language and writing. This difference carried on the huge influence on the way of using Chinese writing and characters in Korea. Some scholars of historical linguistics of Korean language considered the alternation of Chinese writing system and characters as "the procedure of nativization" - in which the inflow of characters into Korean and the same one continuously used in China illustrated the large gap of the phonological aspects. The method of reading Chinese characters came to be named as Sino-Korean Pronunciation. In the categorization of Chinese characters' pronunciation Sino-Korean Pronunciation was also categorized as the Eastern Pronunciation(東音). It indicates the sound of Chinese characters which has been historically adapted to the phonological system of Korean language. In this paper the main point is to survey the procedure of reception of Chinese writing and characters and that of establishment and alternation of Korean phonetic feature of Chinese writing and characters.

• Korean Educational Research Journal
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• v.40 no.2
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• pp.35-56
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• 2019

This study is concentrated to search for the effective teaching method of Korean pronunciation as one of Korean language teaching for the chinese. Pronunciation is the most basic factor in the use of language. pronunciation is the basic factor for learners to judge the fluency and accuracy of the target language in the process of communication. but people usually learn the second- language when they are adults, who are surely influenced by mother language. Therefore, it is the main purpose of this thesis to seek vocal sound system and phonological phenomena in Korean and Chinese and figure out the common and difference of these two languages through contrastive analysis.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.316-324
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• 2020

It has experienced how difficult People with foreign language learning, it is to pronounce a new language different from the native language. The goal of various foreigners who want to learn Korean is to speak Korean as well as their native language to communicate smoothly. However, each native language's vocal habits also appear in Korean pronunciation, which prevents accurate information transmission. In this paper, the pronunciation of Chinese learners was compared with that of Korean. For comparison, the fundamental frequency and its variation of the speech signal were examined and the spectrogram was analyzed. The Formant frequencies known as the resonant frequency of the vocal tract were calculated. Based on these characteristics parameters, the classifier of the Supporting Vector Machine was found to classify the pronunciation of Koreans and the pronunciation of Chinese learners. In particular, the linguistic proposition was scientifically proved by examining the Korean pronunciation of /ㄹ/ that the Chinese people were not good at pronouncing.

• Journal of Korean Medical classics
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• v.32 no.3
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• pp.1-15
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• 2019

Objectives : The purpose of this study is to find the pronunciations suitable for the meanings of Chinese characters because the pronunciations of Chinese characters with multi-pronunciations in the "Huangdineijing" are written differently in Chinese character dictionaries(字典) and in Korean Medical dictionaries(韓醫學辭典) respectively. Methods : First, the annotations for pronunciations in the "Leijing" were searched, upon which the frequently mispronounced 16 Chinese characters in the "Huangdineijing" were selected. Then these selected Chinese characters were compared and considered with reference to Chinese character dictionaries(published in China and Korea), and Korean Medical dictionaries. Results & Conclusions : It was discovered that in "Leijing" there were 1,537 annotations that used 'FanQie(反切)', 'Pronunciation(音)', 'Replaceable character(通用)', 'Same character (同字)', 'Four intonations(四聲)' etc. In some places, there were additional meanings of the Chinese characters. It was found that 16 Chinese characters were susceptible to wrong pronunciations in the "Huangdineijing", for which the appropriate pronunciations in regards to the meaning of the sentences were determined.