In Korea, Harvard Yanjing Society-such as elementary Chinese cram school.

In teaching Chinese as a foreign language, Chinese phonetic teaching is a vital part, and a good phonetic foundation will affect the whole Chinese teaching.

This paper is a case study of Chinese phonetics teaching based on the author's teaching experience.

From September 2065438+00 to1February, the author worked as an intern at Yanjing Chinese College in Busan, teaching 22 Korean zero students. In most Korean teaching practices, it is found that it is very difficult for students to start learning Chinese phonetics at 0: 00, and phonetic symbols are often produced. Therefore, in order to help Korean students master Chinese phonetics more easily and accurately at 0: 00, the author has conducted relevant research.

Through field observation and case record, this paper records 22 Korean zero-starting points in each chapter, analyzes the causes of students' possible pronunciation errors, and puts forward effective teaching countermeasures in the last chapter.

According to the survey results, the main pronunciation errors of 22 zero-starting students in learning Chinese Pinyin are:

(1) In terms of initials: after the spring pool sound F, the tongue sounds zh, ch, sh, R.

(2) vowels: single vowels o, e, u, uo, ue, ou after vowels, Ian, uan, UN of Biyun vowels.

(3) Tone: rising tone and rising tone, tone sandhi and rising tone linking rising tone.

According to the survey results, this paper analyzes the main causes of Korean pronunciation errors in detail, and puts forward some countermeasures for students' zero-starting teaching.

Keywords:: Case Analysis of Korean Students' Chinese Phonetics Teaching Countermeasures