尼泊尔中小学生汉语语音偏误分析及教学策略

发布时间：2018-05-04 01:38

本文选题：尼泊尔 + 语音　；参考：《河北大学》2012年硕士论文

【摘要】：随着中国经济的飞速发展，国际地位的不断提高，全球掀起一股“汉语热”，而且不断升温，对外汉语教学事业也飞速发展。尼泊尔的对外汉语教学虽然起步较晚，却正在朝着更加规范和完善的方向发展。尼泊尔的汉语教学对象大多是零起点的中小学生，其中又以小学生为主体，作为对外汉语教学的起始阶段，我们要重点培养尼泊尔中小学生正确的语音能力，为以后能说规范、正确的汉语打下坚实基础。对外汉语教学领域中针对尼泊尔学生学习汉语偏误研究起步较晚，有关尼泊尔语音偏误的研究也相对较少。本人曾在尼泊尔加德满都担任汉语教师，在教学以及在与其它汉语老师交流探讨过程中发现尼泊尔汉语语音教学是有规律可循的。本文主要针对尼泊尔中小学生学习语音方面的偏误进行分析，集中分析了尼泊尔学生在汉语学习时声母中舌尖前、舌尖后、舌面音的偏误，送气音和不送气音的偏误，，唇齿清擦音和双唇音的偏误，舌根清擦音h的发音偏误，舌尖后浊擦音r的发音偏误；韵母中舌面后半高圆唇元音o的发音偏误、舌面后半高不圆唇元音e的发音偏误、舌面前高圆唇元音ü的发音偏误、卷舌央中不圆唇元音er的偏误；《汉语拼音方案》中有关z、c、s、zh、ch、sh、r后面的-i拼写规则造成的偏误，j、q、x和零声母y后面的u的拼写规则引起的偏误，iou、uei、uen省写造成的偏误；汉语声调的偏误；语流音变中儿化和轻声出现的偏误。探讨造成这些偏误的原因，并提出了一些尼泊尔汉语语音教学的策略和方法，这些策略和方法大多是笔者和其他志愿者老师在具体教学中总结出来的，希望对尼泊尔汉语教学持续发展有所帮助。
[Abstract]:With the rapid development of Chinese economy and the continuous improvement of international status, there is a "Chinese fever" around the world, and the cause of teaching Chinese as a foreign language is also developing rapidly. Although the teaching of Chinese as a foreign language in Nepal started late, it is developing towards more standardization and perfection. Most of the Chinese teaching objects in Nepal are primary and middle school students with zero starting point. Among them, primary school students are the main body. As the initial stage of teaching Chinese as a foreign language, we should focus on training Nepalese primary and middle school students' correct phonetic ability, so as to be able to say the norm in the future. Lay a solid foundation for correct Chinese. In the field of teaching Chinese as a foreign language, the study of Nepalese students' learning errors of Chinese language started late, and the study of Nepalese phonetic errors was relatively few. I used to be a Chinese teacher in Kathmandu, Nepal. In the course of teaching and discussing with other Chinese teachers, I found that the teaching of Nepalese Chinese pronunciation is regular. This paper focuses on the analysis of the phonological errors of Nepalese primary and middle school students, focusing on the errors in front of tongue tip and behind tongue tip in the initial consonant of Nepalese students in learning Chinese. The deviation of lip and double lip, the pronunciation error of tongue root tone h, the pronunciation error of tongue tip turbid erasure r, the pronunciation error of the vowel o at the back of the tongue surface and the pronunciation error of the vowel e at the back of the tongue surface, the error in the pronunciation of the vowel o of the round lip at the back of the vowel in the vowel of the vowel. In front of the tongue, the vowels of the high round lips were mispronounced, The error caused by the -i spelling rules behind zhanczcszhuchanshang r and the spelling rule of the u after the zero initials y; the error caused by the spelling rules of iougueiuen province; the error of the tone of Chinese; the error caused by the spelling of the vowel er of the unrounded lip in the center of the tongue; the error of the tone of the Chinese language; the error caused by the spelling rules of the -i after the zhanczcszhuchan; and the error caused by the spelling rules of the u after the zero consonant y; The errors in phoneticization and soft voice in the flow of speech. This paper probes into the causes of these errors, and puts forward some strategies and methods for the teaching of Nepalese Chinese pronunciation. Most of these strategies and methods are summed up by the author and other volunteer teachers in specific teaching. I hope it will be helpful to the sustainable development of Chinese teaching in Nepal.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】