对蒙汉语语音教学研究

发布时间：2018-06-17 20:21

本文选题：语音 + 对比　；参考：《吉林大学》2012年硕士论文

【摘要】：本文以学习汉语的蒙古学生为研究对象，主要从汉语语音系统的特点出发，以与汉语语音发音相近的蒙语语音为参照，进行汉蒙两种语言的语音对比分析，从而总结出两种语言中由于发音相近而产生的汉语发音的偏误规律。在此基础上，综合蒙古学生学习汉语偏误的影响因素，提出个人认为的针对蒙古国学生最有效的汉语语音教学方法。蒙语和汉语分属于两个不同的语系，即：阿尔泰语系、汉藏语系，二者语音差异较大，阻碍了蒙古学生的汉语语音习得。文中主要从元音、辅音两方面来进行对比分析：首先，，对于元音和辅音这两种语音音素，分别从各个音素的发音部位、发音方法以及在不同的音节中的分布对汉语和蒙语的元音和辅音进行对比；根据汉蒙两种语音发音的异同点，把汉蒙语音归结为三种情况：1、两种语言中发音相同的音；2、两种语言中发音相近的音，即：发音部位、发音方法相似，但是存在着差异；3、汉语中有，而蒙语中没有的语音。在此基础上，根据这三种情况提出相应的教学方法：属于第一种情况的语音往往最受学生们的欢迎，对于这类音不用花很多的时间，只要记住音形并找到与之相对应的蒙语语音即可；而对于第二种情况的语音，如果不加注意，而用蒙语中与之相近的语音来替代，就会发出错误的读音，这需要教师及时的发现，并用有效的教学方法来纠正；至于第三种情况的语音，由于人们对于新事物总会特别敏感，所以教授起来也没有第二种语音困难。对于汉语中所特有的声调部分，本文以赵元任的“五度标记法”为中心，对学生发音的调值做出判断，总结出产生偏误的规律。同其他第二语言学习者一样，在语言学习的过程中，蒙古学生往往也会受到自己母语的影响，或多或少地将汉语与蒙语做比较。因此，不管是同中有异或是异质性的问题，总会产生负迁移现象，进而对学生的汉语语音学习产生一定的影响。另外，汉语语音本身的特征也给学生带来了影响，例如音位变体、音变，还有各国汉语学习者公认的学习难点——声调，都给学生学习汉语增加了难度。除了受到汉蒙两种语言自身特点的影响之外，学生个人的主观因素也不容小觑，学生的学习态度、方法等各方面都影响着学生们的汉语学习程度，加之教师的非语言因素这几方面，所以我们把蒙古学生汉语语音偏误的影响因素归结为：母语的负迁移、汉语语音特征的影响、蒙古学生个人主观因素的影响、教师语音教学意识薄弱这四方面。综合以上影响蒙古学生学习汉语语音学习的因素，本文将系统地提出针对蒙古学生的汉语语音教学对策，从而促进对蒙汉语语音教学。
[Abstract]:Based on the characteristics of the Chinese phonetic system and the Mongolian pronunciation similar to the Chinese pronunciation, this paper makes a comparative analysis of the two languages. The errors of Chinese pronunciation caused by the similarity of pronunciation in the two languages are summed up. On the basis of this, combining the influence factors of Mongolian students' error in learning Chinese, the author puts forward the most effective teaching method of Chinese phonetics for Mongolian students. Mongolian and Chinese belong to two different language families, namely, Altai language family, Chinese and Tibetan language family, the differences between them are quite different, which hinders Mongolian students' acquisition of Chinese pronunciation. This paper mainly analyzes the vowels and consonants from two aspects: first, for vowels and consonants, the phonemes of each phoneme, The pronunciation method and the distribution in different syllables compare the vowels and consonants between Chinese and Mongolian, according to the similarities and differences between the two pronunciation, the Chinese and Mongolian pronunciation can be divided into three situations: 1, with the same pronunciation in the two languages; (2) the pronunciation of similar sounds in the two languages, that is, the pronunciation position, the pronunciation method is similar, but there is a difference between the two languages, there are in Chinese, but there is no pronunciation in Mongolian. On this basis, the corresponding teaching methods are put forward according to the three situations: the pronunciation that belongs to the first situation is often the most popular among the students, and it does not take a lot of time for this kind of pronunciation. Just remember the phonetic form and find the corresponding Mongolian pronunciation; for the second case, if you don't pay attention to it and replace it with a similar pronunciation in Mongolian, you'll make the wrong pronunciation. This requires the teacher to find out in time and correct it with effective teaching methods. As for the third case, because people are always very sensitive to new things, there is no difficulty in teaching the second pronunciation. For the special tone in Chinese, this paper focuses on Zhao Yuanren's "five degree marking method" to judge the tone of students' pronunciation, and sums up the law of errors. Like other second language learners, Mongolian students are often influenced by their mother tongue and compare Chinese with Mongolian more or less in the process of language learning. Therefore, no matter whether there is difference or heterogeneity in the same language, negative transfer will always occur, which will have a certain impact on the students' Chinese phonetic learning. In addition, the characteristics of Chinese phonetics also have an impact on students, such as phonetic variations, phonological changes, as well as the tone, which is recognized by Chinese learners all over the world, which makes it more difficult for students to learn Chinese. In addition to being influenced by the characteristics of the two languages, the subjective factors of the students should not be underestimated. The students' learning attitude, methods and other aspects affect the students' learning degree of Chinese. In addition to the teachers' non-linguistic factors, we reduce the influence factors of Mongolian students' Chinese phonetic bias to: the negative transfer of their mother tongue, the influence of Chinese phonetic characteristics, the influence of Mongolian students' personal subjective factors. Teachers' phonetic teaching consciousness is weak in four aspects. Synthesizing the factors that affect Mongolian students' learning Chinese pronunciation, this paper will systematically put forward the countermeasures of Chinese phonetic teaching for Mongolian students, so as to promote Mongolian Chinese phonetic teaching.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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