The purpose of this paper is to present efficient teaching methods for pronunciation education so that learners can objectively recognize the error on their own and pronounce it correctly when Chinese learners mispronounce the standard pronunciation of Korean lap pads.In Chapter 1, we looked at the purpose, method and content of studying the Chinese learner's overlapping pronunciation. We also reviewed the papers that we studied about Korean pronunciation. After reviewing the contents of Korean pronunciation education and prior studies, the study was conducted gradually by Kim Hye-soon (1992) and the study of pronunciation in Korean, including the comparative study of pronunciation in Korean, the study of pronunciation in Korean, and the development of phonetic materials in addition to the simple study of pronunciation in Korean, and the study of pronunciation in Chinese-speaking Korean learners.Chapter 2 summarizes the error types based on the study of nasal cavity (2010), Hansuin (2011), Kim Hyun-sook (2011), Choi Kyung-bok (2012), So Myung-jung (2014), Go Go Gojo (2015), and Lee Hyo-sook (2016) in order to analyze the causes of the error that occur in Korean language learners. By correcting the error types in the seventh paper, Chinese learners of Korean have learned the reason for the double pronunciation error. The cause of the error in laparoscopic pronunciation can be seen in two aspects. On the learner's side, errors caused by the effect of the mother tongue, errors caused by lack of awareness of the standard consonant method, errors caused by the incorrect application of phonetic rules in combination with other phonetic rules. From the perspective of Korean teachers, there is a lack of overall pronunciation education, and there is a lack of time to learn and not much interest in pronunciation. Also, the lack of systematic explanations and overall guidance on consonant group simplification and other phonetic rules has left learners unaware of how to pronounce them.Chapter 3 sought effective education measures to enable learners to pronounce correctly on their own based on the error causes of Chinese learners. In this high school, we studied the teaching methods by dividing them into elementary, middle, and advanced, taking into account their awareness of Korean language At the beginning stage, we explored ways to learn pronunciation through repeated exercises and activities while reading along. In the intermediate and advanced stages, a method of pronunciation education was sought through systematic explanation of the principles of pronunciation.Therefore, in order to better educate foreign learners on Korean pronunciation through this study, the learners should identify the types of errors that occurred and analyze the causes of the errors, and create systematic, overall, phased, continuous, and repeated education measures based on them.