英语官方语国家初级汉语学习者普通话声调习得实验分析

发布时间：2018-04-03 16:00

本文选题：英语官方语　切入点：声调　出处：《山东大学》2017年硕士论文

【摘要】：汉语是声调语言,英语是语调语言。声调在汉语中具有区别意义的作用,如"李"和"力",二者具有相同的声母和韵母,但是声调不同,意义不同。语调语言中单词没有固定声调,但是句末会依靠降调和升调区分意义。来自英语国家的留学生在学习汉语时普遍认为声调最难掌握,很多学生甚至学了几年汉语依然存在声调问题。英语国家包括以英语为母语的国家,如美国、澳大利亚,还包括以英语为官方语言的国家,如赞比亚、坦桑尼亚等。本文仅以赞比亚、牙买加、加纳等英语官方语国家的留学生为研究对象,通过声调听辨实验和声调发音实验,全面考察初级阶段汉语学习者的声调习得情况。全文共分为六个部分。第一部分,绪论。介绍了本文的选题缘由和意义。总结了前人对声调本体的研究、英语之外的语言背景的学习者声调习得研究、专门针对英语国家汉语学习者的声调习得研究。主要围绕声调感知和声调产出两个方面展开叙述。最后提出了本文所要研究的问题。第二部分,声调习得实验设计与实施。设计部分介绍了实验对象、实验方法、实验材料、实验时间的选取。实施部分叙述了声调习得实验的具体操作。包括问卷的编制、实验实施过程和后期数据处理方法。第三部分,声调听辨实验结果分析。统计并分析了学习者听辨单字调、双字调、三字调的偏误率和偏误类型。对比了三种音节环境下学习者的声调听辨表现,发现听辨偏误率随音节个数的增加而增加,听辨偏误类型也存在一定程度的一致性,即在单字中易出现的偏误类型在双字中也易出现。第四部分,声调发音实验结果分析。统计并分析了学习者产出单字调和双字调的偏误率、偏误类型、声学表现、母语者对其发音标准度的评分。对比了两种音节环境下学习者的发音情况,发现双字调中的前字调偏误率与单字调相比,四个声调的偏误率均有所上升。但是后字调较为复杂,上声的偏误率相比于单字调甚至有所下降。学习者不仅存在调类上的偏误,调域偏误也很严重。最后着重对比分析了学习者的听辨结果与发音结果,发现二者具有一定程度的相关性,即易被听错的声调更易被读错。第五部分,针对英语官方语国家汉语学习者的声调教学建议。主要的教学建议有:汉语学习的初级阶段应重视声调的语音输入,多做听辨练习;安排声调发音练习的等级顺序;强化学习者的调域意识;利用Praat语音软件辅助教学。第六部分,结语。梳理了声调听辨实验和发音实验得出的结论,与前人研究进行了比较,总结出本文的创新性及研究价值,并提出了本研究的不足与展望。本次声调习得的实验研究改善了赞比亚、牙买加等英语官方语国家学生汉语声调习得研究近乎空白的局面。文章最后提出的教学建议能够用来指导针对赞比亚等国汉语学习者的声调教学,预测学习者可能出现的偏误,纠正学习者的声调发音问题。
[Abstract]:Chinese is tone language, English is intonation language.Tones play a distinct role in Chinese, such as Li and Li, which have the same initials and vowels, but different tones and different meanings.Intonation language words do not have a fixed tone, but the sentence will rely on the tone of descent and rising to distinguish the meaning.Students from English-speaking countries generally think that tone is the most difficult to master when learning Chinese. Many students even learn Chinese for several years and still have tone problems.English-speaking countries include native speakers such as the United States, Australia, as well as English-speaking countries such as Zambia, Tanzania, etc.This paper takes the students from the official English speaking countries such as Zambia, Jamaica and Ghana as the research objects, and through the tone listening experiment and the tone pronunciation experiment, the author makes a comprehensive study of the tone acquisition of Chinese learners in the primary stage.The full text is divided into six parts.The first part, introduction.The reason and significance of this paper are introduced.This paper summarizes the previous studies on tone ontology, the study on tone acquisition of learners with language background other than English, and the study on tone acquisition of Chinese learners in English countries.Mainly focusing on tone perception and tone production two aspects of the narrative.Finally, the problems to be studied in this paper are put forward.The second part is the design and implementation of tone acquisition experiment.The design part introduces the experiment object, the experiment method, the experiment material, the experiment time selection.The implementation part describes the specific operation of the tone acquisition experiment.Including the preparation of the questionnaire, the implementation of the experiment and later data processing methods.The third part is the analysis of the experimental results of tone audition.The error rate and error types of single tone, double tone and three tone are statistically analyzed.By comparing the tone listening performance of learners in three syllable environments, it is found that the hearing error rate increases with the increase of the number of syllables, and there is a certain degree of consistency in the types of hearing discrimination errors.Even the type of errors that are easy to appear in a word is also easy to appear in a double word.The fourth part, the tone pronunciation experiment result analysis.The error rate, error type, acoustical performance and the scores of native speakers on the pronunciation standard of single word and double tone produced by learners were statistically analyzed.By comparing the pronunciation of the learners in two syllable environments, it is found that the error rate of the front tone in the double tone is higher than that of the single tone, and the error rate of the four tones is higher than that of the single tone.However, the latter tone is more complex, and the error rate of upper tone is even lower than that of single tone.Learners have not only errors in tone categories, but also very serious errors in tone domain.Finally, by comparing the results of listening and pronunciation of learners, it is found that there is a certain degree of correlation between them, that is, the tone which is easy to be misheard is more likely to be misread.In the fifth part, the author gives some advice on tone teaching for Chinese learners in official English language countries.The main teaching suggestions are as follows: in the primary stage of Chinese learning, we should pay more attention to tone input, do more listening exercises, arrange the rank order of tone pronunciation exercises, strengthen learners' awareness of tone domain, and use Praat phonetic software to assist teaching.The sixth part, conclusion.This paper combs the conclusions of tone audition experiment and pronunciation experiment, compares them with previous studies, sums up the innovation and research value of this paper, and puts forward the shortcomings and prospects of this study.The experimental study of tone acquisition has improved the situation of Chinese tone acquisition of students in official English speaking countries such as Zambia and Jamaica.Finally, the teaching suggestions can be used to guide the tone teaching of Chinese learners in Zambia and other countries, to predict the errors that may occur to the learners and to correct the pronunciation problems of the learners.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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