韩国学生语音学习策略对汉语声韵调准确率的影响

发布时间：2018-04-19 03:08

本文选题：语音学习策略 + 语音错误　；参考：《南京大学》2012年硕士论文

【摘要】：随着现代认知心理学对人类自身研究的不断深入,第二语言学习者的学习策略研究已经成为第二语言习得研究的一个重要组成部分。自21世纪以来,对外汉语学界对汉语作为第二语言的学习策略的研究成果相当丰富,但针对韩国学生各阶段语音表现的语音学习策略研究尚不多见。本文旨在了解韩国学生语音学习策略的使用情况,并探讨韩国学生学习策略的使用对其汉语声韵调发音错误频次的影响。本文首先回顾了学界关于韩汉语音对比、汉语作为第二语言的语音习得、汉语作为第二语言的学习策略的研究成果,为本文的研究理论与操作方法提供借鉴。本文根据Oxford(1990)制定的的语言学习策略量表(SILL),结合对外汉语教学界的有关学习策略、语音习得的研究论文,设计了面向韩国学生的语音学习策略调查问卷、汉语单字声韵调朗读测试表,随机调查了初级汉语水平、中级汉语水平、高级汉语水平的韩国留学生各30名,问卷回收以后,对这90名被试的声韵调错误频次、语音学习策略使用情况进行统计,运用SPSS软件使用描述统计、ANOVA方差分析和spearman相关等方法对数据进行进一步分析。数据分析结果发现,在语音学习策略的使用方面,90名韩国被试常用的语音学习策略由高到低依次为：情感策略、补偿策略、元认知策略、认知策略、社会策略；在五大学习策略的使用方面,初级被试的使用频率高于中高级被试；从各水平组来看,补偿策略在初级水平组韩国学生的语音学习五大策略中位居第一,中高级水平组的韩国学生使用率最多的语音学习策略是补偿策略和情感策略。根据90名韩国被试朗读汉语单字的情况,本文接下来统计分析了韩国学生汉语声韵调发音错误情况。分析结果发现,对于韩国学生来说,汉语声母的发音难点在于zh、sh、ch、 r、z、l、j、c、f、x,韵母的发音错误主要分布在[u]类字(包括uang、un、uei)和[u]类字(包括iie、un、uan),在声调方面,初级水平组的被试在第2声的掌握情况较差,第 3声则是各水平阶段共同的发音难点。从各水平组的具体情况来看,韵母、声调在各组之间没有显著差异,但初级水平组的声母错误频次与中高级组相比有显著差异。通过汉语与韩语的语音对比可以看出,学习者母语的负迁移和两个语言的语音差异是形成语音学习难点的主要原因。论文在上述研究的基础上进一步考查了语音面貌高分组和低分组在语音学习策略使用上的差异,数据分析结果发现,高分组和低分组在补偿策略的使用方面存在统计学意义上的显著差异。此外,语音学习策略对声、韵、调发音准确率的影响并不达到显著差异补偿策略上发现高分组和低分组之间存在统计学上的显著性差异。方差分析的结果显示,性别对语音学习策略的使用有一定的影响,90名被试中,语音面貌低分组的男生在学习策略使用方面要优于女生。论文最后总结了本次实证调查的研究结论,并提出对韩汉语语音教学必须要在语际对比分析的基础突出教学难点,并进行针对性的强化练习,同时教师要鼓励学生使用恰当的学习策略,以改变韩国学生口语语音面貌较差的现状。
[Abstract]:With the research of modern cognitive psychology of human beings deeply, the research of learning strategies of second language learners has become an important part of the study of second language acquisition. Since twenty-first Century, the research results of the foreign language school of Chinese as the second language learning strategies is quite rich, but the voice for Korean Students in each stage of speech performance the study of learning strategies is still rare. This paper aims to understand the learning strategies used by the voice of South Korean students, and to explore the influence of Korean students learning strategy use on the error frequency of Chinese phonetic pronunciation.
This paper first reviews the academic circles on the Korean and Chinese phonetic comparison, phonetic acquisition of Chinese as a second language, research of learning strategies of Chinese as a second language, to provide reference for the research on the theory and method of operation in this paper. Based on the Oxford (1990) to develop the language learning Strategy Scale (SILL), based on learning strategies the field of teaching Chinese as a foreign language, the study of phonetic acquisition, design oriented voice of Korean students learning strategy questionnaire, Chinese character phonetic reading test table, a random survey of primary Chinese level, intermediate level of Chinese, Chinese senior level Korean students each 30, questionnaires, 90 were on the frequency the phonetic errors, pronunciation learning strategies used by statistics, using the SPSS software, using descriptive statistics, analysis of variance and ANOVA Spearman correlation for further data Analysis.
The results of data analysis showed that in the speech the use of learning strategies, 90 Korean subjects used pronunciation learning strategies from high to low: affective strategies, compensation strategies, metacognitive strategies, cognitive strategies, social strategies; five in the use of learning strategies, the use of frequency test was higher than that in the early stage senior subjects; from the group level, compensation strategy speech at the junior level group of South Korean students learning strategies in five ranked first, high level group of Korean students use most pronunciation learning strategies are compensation strategies and affective strategies.
According to the 90 South Korean subjects read Chinese characters, then statistical analysis of South Korean students Chinese phonetic pronunciation errors. The analysis results showed that for Korean students, pronunciation difficulties Chinese initials is Zh, SH, CH, R, Z, l, J, C, F, x, vowel pronunciation the error is mainly distributed in the [u] class of words (including Uang, UN, UEI) and [u] words (including IIE, UN, UAN), in terms of tones, the primary level subjects in the second tones have poor article
3 is the common difficulties in pronunciation level. From the specific circumstances of each vowel level group, and there was no significant difference between the groups in the tone, but the initial error frequency of primary level group and senior group compared with significant differences. Through the comparison of Chinese and Korean speech can be seen, the difference of negative transfer of learners' speech the mother tongue and the two language is the main reason of the formation of speech learning difficulties.
Based on the above study further examined the phonetic features of high and low grouping differences in learning strategy use in speech, the results of data analysis showed that there were significant differences in statistics on the use of high and low achievers in compensation strategies. In addition, pronunciation learning strategies of sound, rhyme, tone pronunciation effect the rate does not reach significant difference statistically between high and low groups significantly different compensation strategies. The results of variance analysis showed that gender has a certain influence on the learning strategies used by speech, 90 subjects in low score boys pronunciation are better than the female in the use of learning strategies.
The thesis finally summarizes the research conclusion of this research, and put forward the basis of outstanding difficulties in teaching Chinese to Korean phonetic teaching must be analyzed in interlingual comparison, and to strengthen practice, at the same time, teachers should encourage students to use appropriate learning strategies, in order to change the status quo of Korean students' oral English pronunciation is poor.

【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】