保加利亚汉语学习者语音习得偏误分析

发布时间：2018-05-19 09:04

本文选题：保加利亚语 + 汉语　；参考：《西安外国语大学》2012年硕士论文

【摘要】：保加利亚共和国是位于欧洲东南巴尔干半岛中部的一个古老的国家，被人们誉为“玫瑰之都”。保加利亚语为印欧语系下的斯拉夫语族南支，是保加利亚的官方语言，使用者主要集中在巴尔干半岛、保加利亚及其周边地区，包括希腊、罗马尼亚、匈牙利、摩尔达维亚和乌克兰部分地区。近年来，随着两国政治友好的深入，两国文化语言的交流也越来越广泛。保加利亚汉语教学事业也得到了蓬勃发展，保国社会各行各业学习汉语的人数逐年增加，将汉语作为第二语言的学生也日益增多。对于第二语言的学习者来说，语音阶段的学习是必不可少的。对语音掌握的好坏，会直接影响学习者能否有效地运用汉语进行交际。所以，在对外汉语教学中，语音教学是一个重要环节，是今后语言深入学习的基础。保加利亚语与汉语在语音方面，既有相似之处，又有相异之处。本文着重对保加利亚语和汉语的语音进行对比阐述，分析两者的异同。由于第二语言学习者在学习汉语语音时，不自觉地受到母语的影响，产生各种各样的偏误。因此，怎样尽可能克服保语的影响，掌握清晰准确的汉语发音，显得尤为重要。本文将结合保加利亚学生学习汉语语音时经常出现的问题，进行具体分析，总结学习汉语语音的经验，并对今后保加利亚的汉语语音教学，提出行之有效的教学策略。本文主体一共由五个章节组成。第一章介绍并探讨了二语习得相关理论对对外汉语语音习得研究的影响。第二章对比分析了汉语语音系统与保语语音系统的异同。主要从三个方面来陈述： 1.保语语音概述。分别介绍了保语的字母、元音和辅音、无音字母、音节与重音等。 2.汉语语音概述。分别介绍了汉语的语音特点、元音与辅音、拼音与声调。并对声母、韵母、声调做了进一步介绍。 3.保汉语音系统的对比分析。以表格的形式，重点从三个方面，进行比较分析，总结二者的异同。 A.辅音系统的对比：首先进行整体性的对比分析，其次进行具体语音对比分析。以汉语语音系统为主体，将保语中与汉语相同或相似的音逐个进行对比。具体分析的目的是要归纳保汉语音中辅音的异同，以此总结保加利亚学生在学习汉语辅音时的难点。 B.元音系统的对比：首先进行整体性的对比分析，其次进行具体的对比分析，之后归纳保汉元音的异同，总结出保加利亚学生学习汉语元音的难点。在此基础上，针对学生元音学习的难点，本文也逐一提出了解决方法。 C.保语重音与汉语声调的对比：保语的词汇都有重音。很多词的词义取决于重音。保语词重音的特点是动力重音，即：保语的重音是由在重读音节上用较大呼气、气流和更大的紧张程度构成的。而且重音不固定，它不总是落在一个固定的音节上。汉语是有声调的语言，声调对汉语极其重要。其特征主要体现在了音节上，是音节内的有区别意义作用的相对音高。对于母语是非声调语言的保加利亚学生来说，掌握汉语的声调是重中之重。第三章辨析了保加利亚汉语学习者语音习得偏误。主要包括将汉语作为第二语言的保加利亚汉语学习者在学习汉语语音时经常出现的问题，如声母偏误、韵母偏误、声调偏误等。第四章侧重研究保加利亚汉语学习者在学习汉语时产生声、韵、调等偏误的原因。本文从六个方面进行分析，包括学习者母语的负迁移、目的语知识的负迁移、《汉语拼音方案》引起的偏误、教材的不足以及教师的影响、学习者的学习动机和学习策略以及学习环境的影响等。第五章对保加利亚汉语学习者的汉语语音教学提出了建议，分别从声母、韵母和声调教学三方面给出相关教学方面的策略。
[Abstract]:The Republic of Bulgaria is an ancient country in the central part of the Balkan Peninsula in Southeast Europe. It is known as the "capital of roses". Bulgaria is the southern branch of the Slavic language family under the Indo European language family. It is the official language of Bulgaria. The speakers are mainly concentrated in the Balkan half, Bulgaria and its surrounding areas, including Greece. Mania, Hungary, moordavia and some parts of Ukraine. In recent years, with the deepening of the political friendship between the two countries, the exchange of cultural language between the two countries is becoming more and more extensive. The Chinese language teaching in Bulgaria has also developed rapidly. The number of Chinese in all walks of life is increasing year by year, and Chinese is the second language student. It is also increasing.
For the second language learners, the study of the phonetic stage is essential. The quality of the phonetic mastery will directly affect the learners' ability to communicate effectively in Chinese. Therefore, in the teaching of Chinese as a foreign language, phonetic teaching is an important link, and it is the basis for further study in the future. Bulgarian and Chinese are in language. On the aspect of sound, there are similarities and differences.
This article focuses on the comparison and analysis of the phonetics of Bulgarian and Chinese, and analyzes the similarities and differences between the two. Because the second language learners are unconsciously influenced by their mother tongue when they are learning Chinese phonetics, they produce a variety of errors. Therefore, how to overcome the influence of the language and grasp the clear and accurate pronunciation of Chinese is particularly important. This article will combine the problems that the Bulgarian students learn Chinese pronunciation often, make a specific analysis, sum up the experience of learning Chinese phonetics, and put forward an effective teaching strategy for the future Chinese Phonetics Teaching in Bulgaria.
The main body of this article is composed of five chapters.
The first chapter introduces and discusses the influence of two language acquisition theories on the study of TCFL.
The second chapter compares and analyzes the similarities and differences between the Chinese phonetic system and the speech preserving system. It mainly states from three aspects:
1. a brief introduction to the voice of the insured language. The letters, vowels and consonants, non syllable letters, syllable and stress are introduced respectively.
2. an overview of Chinese pronunciation. It introduces the characteristics of Chinese phonetics, vowels and consonants, Pinyin and tone respectively, and introduces the initial consonants, finals and tones.
3. a comparative analysis of Bao Han's voice system. In the form of form, we focus on three aspects to compare and analyze the similarities and differences between the two.
The contrast analysis of A. consonant system: firstly, the whole comparative analysis is carried out, and then the specific speech contrast analysis is carried out. The Chinese phonetic system is the main body, and the same or similar sounds in the Chinese language are compared. The purpose of the analysis is to sum up the similarities and differences of the consonants in the phonetics of Bao Han, so as to sum up the students of Bulgaria in the study Han Dynasty. The difficulty of the consonant.
B. vowel system comparison: first, the overall comparative analysis, followed by specific comparative analysis, then summed up the similarities and differences between the Chinese vowels, summed up the difficulties of Bulgarian students learning Chinese vowels. On this basis, in view of the difficulties of students vowel learning, this paper also put forward a solution by one by one.
C. stress stress contrasts with the Chinese tone: the word of the word has a stress. The meaning of a lot of words depends on the stress. The stress of a word is characterized by a dynamic stress, that is, the stress of a guarantee is made up of a large exhale, a air flow, and a greater degree of tension on a reread syllable. And the stress is not fixed, and it is not always fixed in a fixed position. On syllables, Chinese is a language with a tone, and the tone is very important to Chinese. Its characteristics are mainly embodied in syllables, a relative pitch with a distinct meaning within syllables. For Bulgarian students whose mother tongue is a non tone language, it is the most important to master the tone of Chinese.
The third chapter distinguishes the errors in the phonetic acquisition of the Bulgarian Chinese learners. It mainly includes the problems that the Chinese learners of Bulgarian Chinese in the second language often appear in the study of Chinese phonetics, such as the error of the consonant, the error of the vowel, and the error of the tone.
The fourth chapter focuses on the reasons why the Chinese learners of Bulgarian Chinese produce sound, rhyme, and other errors in learning Chinese. This article analyses from six aspects, including the negative transfer of the mother tongue of the learners, the negative transfer of the knowledge of the target language, the errors caused by the Chinese phonetic scheme, the inadequacy of the teaching materials and the influence of the teachers, the motivation of the learners and the learning motivation of the learners. Learning strategies and the influence of learning environment.
The fifth chapter puts forward some suggestions on the teaching of Chinese phonetics in Bulgarian Chinese learners. The teaching strategies are given from the three aspects of the consonant, the vowel and the tone teaching.
【学位授予单位】：西安外国语大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】