Paper title: Chinese phonetic teaching case studiesIn South Korea， harvard-yenching institute -- for example elementary Chinese cram schoolIn teaching Chinese as a foreign language， Chinese phonetic teaching is a crucial part， if speech base play well， it will affect the whole Chinese language This paper is based on the author's teaching experience to carry out case studies of Chinese phonetic From 2010 September to December， the author in busan yanjing Chinese college internship， the professor of 22 Korean zero point In the teaching practice of most South Korea， found that the students， 0 start learning Chinese speech is very difficult， and often produce phonetic， so in order to help South Korea zero point it easier for students， the more accurately mastering Chinese speech， the author has been related Based on the field observation and record the method to case studies， each chapter 22 Korean zero recorded the starting point and analysis the pronunciation of the students might create a errors of reason， in the final chapter of forward an effective teaching According to the results of the survey， 22 zero starting point when students learn Chinese phonetic pronunciation errors， the existence of a major is:(1) initials aspects: after ChunChiYin f， tongue zh， ch， sh sound， (2) finals aspects: single vowels o， e， u， after finals uo， ue， ou， BiYunMu the Ian， uan， the UN(3) tone aspects: yangping and shang tone， "a" liaison tone-variation and rising even read the YangPing tone According to the survey results， the concrete analysis of produce the main cause of pronunciation errors in South Korea， and puts forward the countermeasures of teaching students 0 Keywords: South Korea zero point students Chinese phonetic teaching countermeasures case analysis
