한국학생의 중국어 서술문 억양구 운율 연구- 음높이(F0)를 위주로
A study on intonation phrase of Chinese declarative sentence Spoken by Korean students
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This essay conducts a comparative analysis on intonation phrase features of Chinese declarative sentences spoken by Chinese native speakers and Korean students. Three phonetic phenomena that related to pitch are examined: tone contour, tone range and pitch declination. Result shows that, Korean students are able to pronounce four Chinese tones correctly and have obvious features of tone contour and tone range. As for the relationship between tone and intonation, Chinese native speaker’s intonation regulates tone while Korean learner’s tone regulates intonation. Therefore, Korean learner shows a full tone contour and tone range but doesn’t have an obvious tone range between upper and lower limits. As for the pitch declination, no systematic declination was found in experimental sentences that ended with first tone, which hints that the semantic function of intonation is difficult to learn for Korean students. Regard to the classroom teaching, we suggest a method that to practice pause-extension and co-articulation within a prosodic unit first and conduct the integrated teaching of phonetics, grammar and semantics afterwards.
Abstract
This essay conducts a comparative analysis on intonation phrase features of Chinese declarative sentences spoken by Chinese native speakers and Korean students. Three phonetic phenomena that related to pitch are examined: tone contour, tone range and pitch declination. Result shows that, Korean students are able to pronounce four Chinese tones correctly and have obvious features of tone contour and tone range. As for the relationship between tone and intonation, Chinese native speaker’s intonation regulates tone while Korean learner’s tone regulates intonation. Therefore, Korean learner shows a full tone contour and tone range but doesn’t have an obvious tone range between upper and lower limits. As for the pitch declination, no systematic declination was found in experimental sentences that ended with first tone, which hints that the semantic function of intonation is difficult to learn for Korean students. Regard to the classroom teaching, we suggest a method that to practice pause-extension and co-articulation within a prosodic unit first and conduct the integrated teaching of phonetics, grammar and semantics afterwards.
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