汉族学生朝鲜语元音习得过程中的母语迁移研究

Research on Mother Tongue Transfer of Han Nationality Students in Acquisition of Korean Monophthongs

语音具有鲜明的民族特征。就是说,民族不同,其语音体系也不同。朝鲜语和汉语也是如此。朝鲜语韵母体系中有十个单元音,即/a/、//、/o/、/u/、//、/i/、/ε/、/e/、//、/y/;汉语有七个基础元音,即/i/、/y/、//、//、//、/a/、/u/。朝鲜语的元音和汉语的元音不会形成1∶1的对应,虽然有几个相似的元音,但是它们的发音位置也不一样。即便是从小上朝鲜族学校的汉族学生,也难免会受母语的积极或消极的影响,这种现象是可以根据语言迁移理论来证明的。通过实验研究可知,汉族学生在朝鲜语语音习得的过程中,母语的负迁移作用不仅比正迁移作用大,而且在学习朝鲜语单元音体系中也同样存在这种现象;在学习汉语基础元音体系中不存在的元音时,会造成学生的元音发音不稳定的情况。此研究结果,对进一步研究汉族学生在朝鲜语发音过程中普遍存在的偏误,同时为改进朝鲜语的教学方案和指导方案具有一定的参考价值。

Different nations have different phonology.Though similar monophthongs can be found in Chinese and Korean,they are pronounced in different positions.Researches show that Han nationality students including those who attend schools for Korean Chinese,demonstrate negative transfer of their mother tongue rather than the positive when they acquire Korean monophthongs.This paper mainly analyzes the Chinese transfer of Han nationality students in acquisition of Korean monophthongs on the basis of the distributions of Chinese and Korean monophthongs.It provides a point of reference for Korean pronunciation teaching and overcoming the Chinese negative transfer in acquiring Korean.