泰国中学生汉语双音节词声调习得实验研究

发布时间：2018-07-07 20:49

本文选题：泰国中学生 + 双音节词　；参考：《扬州大学》2015年硕士论文

【摘要】：汉语是一种有声调语言,声调是构成汉语语音的重要因素,具有区别词义的作用。汉语声调是大多数外国留学生习得汉语语音过程中的难点。泰语和汉语同属声调语言,但在语音方面存在诸多差异,对于泰国学生来说,汉语声调习得并不简单。泰国学生在发双音节词的声调时存在较多偏误,主要体现在调值、调域和调型上。目前国内汉语学界对留学生的汉语语音习得有所关注,但对泰国学生的声调习得情况关注较少,研究内容、研究方法等都比较局限。对于泰国中学生声调习得的研究更是少之又少,缺系统全面的声调偏误分析研究。作为2014届汉语教师志愿者,赴泰进行汉语教学为研究泰国中学生的声调习得情况提供了契机。本文以初级阶段的泰国中学生为研究对象,以汉语双音节词的声调习得为研究内容进行了两项语音实验,实验地点为本人所任教的泰国黎逸府色拉普中学。实验一为声调的听辨测试,测试人数为20人,主要采用听辨标注法,考察学生对汉语声调的感知和辨别能力。测试既有单音节字,又有双音节词,以便进行对比。实验二为双音节声调的发音测试,从实验一的学生中选取具有代表性的两名泰国男女学生,并从本人所在的扬州大学文学院抽取两名中国男女学生与泰国中学生进行比较,通过专业的语音分析软件对实验对象的发音材料进行数据统计和分析,揭示泰国中学生汉语声调发音的特征及中泰声调发音的差异。通过这两项实验,总结归纳出泰国中学生习得汉语双音节词的声调偏误的主要表现形式。运用中介语和偏误分析理论,从母语负迁移、目的语知识的干扰、学生的学习策略和教师教材的误导四个方面对偏误来源进行分析,揭示导致偏误产生的内在和外在因素。结合在泰国的教学实践,运用第二语言教学法和偏误分析的有关知识,针对泰国中学生汉语声调习得过程中的问题,提出了一些行之有效的教学对策,旨在帮助学生减少偏误,改善声调教学质量。包括：重视汉语声调教学；进行中泰语音对比；突出声调发音技巧；加强声调音域训练；语流中纠正声调偏误。
[Abstract]:Chinese is a kind of tone language, tone is an important factor of Chinese pronunciation, it has the function of distinguishing word meaning. Chinese tone is a difficult point in the process of most foreign students acquiring Chinese pronunciation. Thai and Chinese belong to the same tone language, but there are many differences in pronunciation. For Thai students, Chinese tone acquisition is not simple. There are many errors in the tone of disyllabic words in Thai students, which are mainly reflected in tone value, tone field and tone type. At present, Chinese scholars pay attention to the acquisition of Chinese pronunciation by foreign students, but pay little attention to the acquisition of tones of Thai students, so the research content and research methods are relatively limited. The research on tone acquisition of Thai middle school students is even less, lacking systematic and comprehensive tone error analysis. As a Chinese teacher volunteer in 2014, Chinese teaching in Thailand provides an opportunity to study the tone acquisition of Thai middle school students. This paper takes Thai middle school students in the primary stage as the research object and studies the tone acquisition of Chinese disyllabic words in two phonological experiments. The experiment is conducted at the Selapu Middle School in Li Yi-fu, Thailand, where I am teaching. In the first experiment, 20 subjects were tested, mainly using the audible marking method to investigate the students' perception and discrimination of Chinese tones. Test both monosyllabic and dicyllabic words for comparison. Experiment two is a two-syllable pronunciation test. Two representative Thai male and female students were selected from the students in experiment 1, and two Chinese male and female students were selected from the school of arts and arts of Yangzhou University to compare with the Thai middle school students. Through the data statistics and analysis of the subjects' pronunciation materials by professional phonetic analysis software, the characteristics of Chinese tone pronunciation and the differences between Chinese and Thai tone pronunciation of Thai middle school students were revealed. Through these two experiments, the main manifestation of tone bias of Chinese disyllabic words in Thai middle school students is summarized. By using the theory of interlanguage and error analysis, this paper analyzes the sources of errors from four aspects: negative transfer of mother tongue, interference of target language knowledge, students' learning strategies and misdirection of teachers' teaching materials, and reveals the internal and external factors leading to errors. Based on the teaching practice in Thailand and the knowledge of second language teaching method and error analysis, this paper puts forward some effective teaching strategies to help students reduce errors in the process of Chinese tone acquisition by Thai middle school students. Improve the quality of tone teaching. Including: pay attention to the teaching of Chinese tone; carry on the Chinese and Thai phonetic contrast; highlight the tone pronunciation skill; strengthen the tone register training; correct tone bias in the flow of speech.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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