| When learning a foreign language, a person will always be influenced by his native language. The common grounds between the target language and the native language can promote the study while the differences can obstruct it. Mastering the common grounds and the differences especially stressing the differences can improve the study, in doing so, the level of the foreign language of the students can scale new heights.Study on the two-way language teaching is developing gradually in these years. But in the fields of teaching Chinese and Korean, only one-way study is progressing. The study is pointed to the teaching of Chinese to the Korean or teaching of Korean to the Chinese. The two-way teaching of both Chinese and Korean is untouched. From the two-way point of view to study the language teaching can promote the study on both teaching and the language itself. In selecting such a topic, I hope the following targets can be reached:1. By studying on the two-way teaching of Chinese and Korean, the system and law of the two languages can be understood more clearly by both learners.2. The common grounds and the differences are found out by comparison. Starting from the difficult points in learning, the law of learning is summed up and the target of learning is set up. So the level of the students in pronunciation, lexicon and grammar is improved, and they can master the target language faster. Teaching of Chinese and Korean can enter a higher phase.This paper has important theory significance and practical value in both study on comparative linguistics and instructing the study of both Chinese and Korean.1. Study on the comparison between languages is developing rapidly with the development of foreign language teaching. This paper pushes forward the comparative study between Chinese and Korean from the angle of teaching and learning.2. This paper aims at instructing Korean to learn Chinese and Chinese to learn Korean. On the basis of the comparison between Chinese and Korean, this paper sums up many kinds of difficult points in learning the two languages and analyses the mistakes made often. In this way, means to overcome the difficulties are put forward directly and concrete problems in teaching Chinese and Korean are solved and efficiency in study can be improved.3. Providing references to the language teaching all over the world. This paper studies the two-way teaching of Chinese and Korean. The objects of study include the learners besides the two languages. For writing this paper, I investigated by papers the two kinds of students to know the difficulties in learning Chinese and Korean respectively.For correcting the mistakes made in using Chinese by Korean or in using Korean by Chinese, this paper precedes from many kinds of mistakes in pronunciation, lexicon and grammar of Chinese and Korean. Combining the experiences of myself in learning Chinese and teaching Korean, and consulting relative documents and achievements, I designed investigating papers of pronunciation, lexicon and grammar of both Chinese and Korean. Then, the paper analyses the result of the investigation and relative phenomena. According to the difficulties the learners come across in learning Chinese and Korean, this paper analyses the reason why there are obstacles in learning and studies carefully how to instruct the students to overcome the difficulties and finally, sums up the methods in teaching. I have learned Chinese, so when I teach Chinese students Korean, I can explain in combined Chinese and Korean. But I have not enough systematical knowledge in teaching Chinese and Korean. I hope, in writing this paper, I can bring convenience to the workers who teach Chinese or Korean. Also I hope I can improve my own level of teaching Chinese and Korean by writing this paper.This research is instructed by the method of comparative linguistics. Concrete methods are as following:1. Collecting theories in foreign language teaching and relative materials, arranging and summing up the materials collected, to instruct the research.2. On the basis of the study of predecessors, using the methods of comparison and providing mutually, this paper analyses pronunciation, lexicon and grammar, then finds the same and different points between Chinese and Korean comprehensively and correctly.3. Adding up, summing up and analyzing the problems of pronunciation, lexicon and grammar in the students' exercises with my own experience in learning and teaching. Compare the differences between the two languages by using charts. Put forward the methods to solve the problems so as to get the best teaching effect.There are 4 parts in this paper and 6 appendixes at the end. The main part is the 2nd, 3rd and 4th chapters.The 1st chapter is the introduction. The background and significance in selecting the topic, Chinese and Korean pronunciation, lexicon and grammar and the study on them, the object, thinking and methods in writing the paper are introduced. The second chapter is on the teaching of pronunciation. The difficult points in pronouncing Chinese and Korean are introduced. The first section is on the difficult points of Korean in learning Chinese pronunciation and is divided into three parts: initials, finals, tones. The second section is on the difficult points of Chinese in learning Korean pronunciation and is divided into two parts: consonants, vowels and endings. In accordance with the difficult points in pronunciation of the Korean students in learning Chinese, this chapter compares the place of articulation, manner of articulation and the tongue height of the consonants and vowels both in Chinese and Korean, analyses the mistaken pronunciation and finds the origin of the mistakes. Pictures are added to the sound difficult to master so that the students can know the place of articulation more directly and master the sounds more rapidly.The third chapter is on the teaching of lexicon. According to the '8000 words which used the most frequently' in the Dictionary of the frequency of words in Modern Chinese, 500 high frequency words are selected. Corresponding Korean words are selected from five textbooks: standard Korean, Dialogues in Korean, Elementary Dialogues in Korean, College Korean and Self-taught Korean. The total frequency of the 500 words selected is 60% of the 8000 high frequency in Chinese. These words are divided into 9 types according to their word classes, each type then be divided into small groups. Through the use in Korean, it can be seen that, of the 500 words, 93 are used in all the 5 Korean books, 108 are used in 4 books, 277 are used in 3 books, 20 are used in 2 books, 2 are used in only 1 book. 385 words are used in more than 3 books, making up 77% of the 500 words. It can be seen that the 500 words are also frequently used in Korean. It is necessary to master the usage of the 500 words in the learning of lexicon of both Chinese and Korean.The fourth chapter is on the teaching of grammar. The first section is the comparison between the structures of Chinese words, phrases and that of Korean words. The relationship between the structure of the Chinese words and phrases, 5 structures of Korean words are introduced, and the corresponding relationship between Chinese and Korean is analyzed. The second section is on the teaching of the difficult points in Chinese grammar. It is divided into three parts: word classes, sentence components and sentence patterns. This section mainly helps Korean master Chinese grammar correctly by analyzing the mistakes they make in learning Chinese. The examples in this paper are selected from the frequently happened wrong sentences in the compositions of the Korean students, including myself. The third section is on the teaching of the difficult points in Korean grammar. The wrong sentences in this section is selected the exercises of the students when I taught Chinese students Korean. Besides, some teachers of Korean in China provided many relative materials. Common mistakes in Chinese grammar learning and Korean grammar learning are summed up. Wrong examples and correct examples are compared. The usage of the grammar points are pointed out and the reason why the mistakes made are analyzed.There are 6 appendices at the end. They are the materials for exercises in Chinese initials, finals, tones and Korean consonants, vowels respectively. Words in these materials are selected from the same or similar angle and they reflect the important and difficult points in learning. By exercising repeatedly, students can improve their level of pronunciation better. The 6th appendix is the paper by which I investigated the Chinese students when they learn Korean pronunciation.The questions of how the student can learn a language well and how the teacher can teach a language well are discussed by academic circles all along. And also I am thinking about the questions for a long time.The teaching of a language is not isolated. Language is systematic. Starting from the system of the language and teaching the students the characteristics and laws of it are necessary. But, time and energy of a person are limited and no one can remember all the characteristics and laws in short time. To improve the efficiency of language learning, comparison between languages, that is, comparison between one's native language and the target language can get twice the result with half the effort. A teacher must know both the target language and the students' native language thoroughly, thus he can guide the students make clear the similarities and remember the differences. The students should always remind themselves to distinguish the similarities and differences and exercise more. In this way, it is not difficult to learn well.By comparison between Chinese and Korean pronunciation, lexicon and grammar, combining the wrong examples the students make when learning, this paper points out the correct pronunciation and usage. I hope it can provide reference to the two-way teaching of Chinese and Korean. |
