零起点美国学生汉语语音偏误分析及教学策略研究
发布时间：2019-07-09 20:03
【摘要】：语音教学在对外汉语教学中占据着非常重要的地位,是对外汉语教学中的一个难点。美国学生习得汉语时,由于两种语言系统差别较大,加之母语的负迁移,学生在声、韵母和声调学习中出现明显的偏误。这种偏误成为美国学生掌握汉语发音的最大障碍。论文针对美国学生学习汉语语音时的难点和偏误,在中介语理论的指导下,从对比分析理论和偏误分析理论出发,对零起点美国大学生汉语字词语音习得中的难点和偏误做了跟踪调查。笔者以自己在教学中获得的第一手资料为基础,重点分析了美国学生在声、韵母和声调学习中出现的偏误及其产生偏误的原因,并针对这些偏误和原因,提出解决方案、教学方法和教学策略。 笔者在教学过程中发现,零起点美国学生的声母偏误主要是将送气不送气声母相混淆,将不送气声母和浊辅音相混淆,舌尖后音发音部位偏前及因母语拼写规则而导致的拼写错误等四类。针对这些偏误,论文提出了调整声母教学顺序,及时运用对比分析法和直观教学法等教学策略。韵母部分的偏误主要为相近复韵母间难以区分,受母语中不存在的音节干扰所产生的偏误以及“u”的发音和书面辨识。针对这些偏误,笔者提出了模仿训练法,连带法和对比分析法等教学策略。声调偏误主要表现在母语音调和语调的负迁移干扰,教学和学习策略以及喉部发音机制的影响。本文针对美国学生在声调习得方面的这些偏误提出了合理调整声调教学顺序,引入“半上调”,控制学习者声带的松紧,对比分析易混淆的声调组合等教学策略。 笔者在对美国学生的语音教学过程中应用上述教学策略,收到了良好的效果。论文中所列调查资料和数据分析,笔者所提出的教学方法和策略,对于对外汉语教学中的语音教学具有参考和应用价值。
[Abstract]:Phonetic teaching plays a very important role in teaching Chinese as a foreign language and is a difficult point in teaching Chinese as a foreign language. When American students acquire Chinese, because of the great difference between the two language systems and the negative transfer of their mother tongue, there are obvious errors in the learning of sound, vowel and tone. This error has become the biggest obstacle for American students to master Chinese pronunciation. In view of the difficulties and errors in American students' learning Chinese pronunciation, under the guidance of interlanguage theory, starting from the theory of contrastive analysis and error analysis, this paper makes a follow-up investigation on the difficulties and errors in the phonetic acquisition of Chinese words for American college students from zero starting point. Based on the first-hand materials obtained in teaching, the author analyzes the errors in sound, vowel and tone learning of American students and the causes of them, and puts forward some solutions, teaching methods and teaching strategies in view of these errors and causes. In the course of teaching, the author finds that the consonant errors of American students at zero starting point are mainly to confuse the consonants without air delivery, the consonants without air delivery and the turbid consonants, the spelling errors caused by the spelling rules of the mother tongue and the position of the pronunciation behind the tip of the tongue. In view of these errors, this paper puts forward some teaching strategies, such as adjusting the teaching order of consonants, using comparative analysis method and intuitionistic teaching method in time. The errors of vowels are mainly difficult to distinguish between similar complex vowels, errors caused by syllable interference that do not exist in the mother tongue, and the pronunciation and written identification of "u". In view of these errors, the author puts forward some teaching strategies, such as imitation training method, continuous belt method and comparative analysis method. Tone errors are mainly manifested in the negative transfer interference of mother tongue tone and intonation, the influence of teaching and learning strategies and the pronunciation mechanism of throat. In view of these errors in tone acquisition of American students, this paper puts forward some teaching strategies, such as adjusting the teaching order of tone reasonably, introducing "half upper tone", controlling the relaxation of learners' vocal cord, and comparing and analyzing the confusing tone combination. The author has applied the above teaching strategies in the process of phonetic teaching for American students, and has achieved good results. The investigation data and data analysis listed in this paper, and the teaching methods and strategies put forward by the author have reference and application value for phonetic teaching in teaching Chinese as a foreign language.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：2512411
[Abstract]:Phonetic teaching plays a very important role in teaching Chinese as a foreign language and is a difficult point in teaching Chinese as a foreign language. When American students acquire Chinese, because of the great difference between the two language systems and the negative transfer of their mother tongue, there are obvious errors in the learning of sound, vowel and tone. This error has become the biggest obstacle for American students to master Chinese pronunciation. In view of the difficulties and errors in American students' learning Chinese pronunciation, under the guidance of interlanguage theory, starting from the theory of contrastive analysis and error analysis, this paper makes a follow-up investigation on the difficulties and errors in the phonetic acquisition of Chinese words for American college students from zero starting point. Based on the first-hand materials obtained in teaching, the author analyzes the errors in sound, vowel and tone learning of American students and the causes of them, and puts forward some solutions, teaching methods and teaching strategies in view of these errors and causes. In the course of teaching, the author finds that the consonant errors of American students at zero starting point are mainly to confuse the consonants without air delivery, the consonants without air delivery and the turbid consonants, the spelling errors caused by the spelling rules of the mother tongue and the position of the pronunciation behind the tip of the tongue. In view of these errors, this paper puts forward some teaching strategies, such as adjusting the teaching order of consonants, using comparative analysis method and intuitionistic teaching method in time. The errors of vowels are mainly difficult to distinguish between similar complex vowels, errors caused by syllable interference that do not exist in the mother tongue, and the pronunciation and written identification of "u". In view of these errors, the author puts forward some teaching strategies, such as imitation training method, continuous belt method and comparative analysis method. Tone errors are mainly manifested in the negative transfer interference of mother tongue tone and intonation, the influence of teaching and learning strategies and the pronunciation mechanism of throat. In view of these errors in tone acquisition of American students, this paper puts forward some teaching strategies, such as adjusting the teaching order of tone reasonably, introducing "half upper tone", controlling the relaxation of learners' vocal cord, and comparing and analyzing the confusing tone combination. The author has applied the above teaching strategies in the process of phonetic teaching for American students, and has achieved good results. The investigation data and data analysis listed in this paper, and the teaching methods and strategies put forward by the author have reference and application value for phonetic teaching in teaching Chinese as a foreign language.
【学位授予单位】：西北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
【引证文献】
相关硕士学位论文 前1条
1 孙昱;《商务汉语》和《初级实用商务汉语》的练习研究[D];暨南大学;2013年
，本文编号：2512411
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