乌克兰汉语学习者汉语单字调习得研究

发布时间：2018-02-24 21:01

本文关键词： 乌克兰汉语学习者发音实验听辨实验习得研究　出处：《安徽大学》2013年硕士论文　论文类型：学位论文

【摘要】：本文以两名在乌克兰的汉语学习者为研究对象,通过发音实验和听辨实验,记录了两位学习者在近半年的时间里,从零基础到初级水平的过程中,汉语单字声调习得的情况。本文以20个单字为研究对象、分三个不同时间段,分析身处非目的语环境中汉语学习者习得汉语声调的情况变化,并提出了相应的教学建议。本文除结语之外,一共分为四章。第一章为引言。主要阐述了本研究的意义和价值以及相关的研究综述。研究汉语学习者的学习情况,能够为我们改进教学方法、大力推广汉语提供必要帮助。纵观研究文献,针对俄语区学习者,尤其是乌克兰学生的研究并不多,本文研究对面向乌克兰学生汉语声调教学有一定参考价值。第二章为俄汉语音体系对比。俄语和汉语差别很大,尤其是在声调上,俄语是非声调语言,而汉语是声调语言。本章着重对比了两种语言在声调、语调上的不同,希望能够为研究乌克兰学生学习语音的特点寻找根据。第三章为实验情况及数据分析。本章第一部分为实验时间划分的说明,本文实验共分为三个时间段。第二部分和第三部分为本文重点,第二部分通过发音实验,记录了两位学习者在半年时间中汉语声调习得情况,利用Praat软件,通过对录音资料的时长、频率的分析,分析学习者学习声调的基本情况,基本结论是：学习者声调学习的总体进步较慢；阴平和去声学习较快、阳平和上声学习较慢并易混淆。除发音实验外,本人还对实验人进行了听辨实验,发现学生对听到的语音能够做出基本正确的理解。本章最后一部分为以上实验的总结。第四章为教学建议。本人在乌克兰哈尔科夫国立大学孔子学院的波尔塔瓦教学点教授汉语近一年,在教授过程中发现了除学生自身学习动机强弱之外,还存在一些客观因素影响学习者学习效果。教学中要注意针对学习者的学习动机采取不同的教学措施；汉语国际教育在教材编写及国别化方面还需加强；课堂教学手段应多样化,对不同国家学生教学手段应有针对性；测试手段也应该多种多样,以全面了解学生学习状况。
[Abstract]:In this paper, two Chinese learners in Ukraine were selected as the subjects of the study. Through the pronunciation experiment and the audition experiment, the two learners were recorded in the process from zero basis to primary level in the past six months. This paper, taking 20 words as the research object, analyzes the changes of the acquisition of Chinese tones by Chinese learners in non-target language environments in three different time periods. Besides the conclusion, this paper is divided into four chapters. The first chapter is the introduction. It mainly expounds the significance and value of this study and the related research review. Studying the learning situation of Chinese learners can provide the necessary help for us to improve the teaching methods and promote the Chinese language. There are few researches on Russian learners, especially Ukrainian students. This study has some reference value for the teaching of Chinese tones for Ukrainian students. The second chapter is the comparison of Russian and Chinese phonetic system. The difference between Russian and Chinese is very big, especially in tone, Russian is non-tone language, while Chinese is tone language. Hope to be able to study Ukrainian students learning phonetic characteristics of the basis. The first part of this chapter is the explanation of the division of experimental time, the experiment is divided into three periods. The second part and the third part are the focus of this paper, the second part is the pronunciation experiment. The acquisition of Chinese tones was recorded by two learners in half a year. By analyzing the length and frequency of the recorded data, the basic situation of the learners' tone learning was analyzed by using Praat software. The basic conclusions are as follows: the overall progress of tone learning is slow, the learning of Yin Ping and de-sound is faster, and the learning of Yangping and Shangsheng is slow and confusing. In addition to the pronunciation experiment, I have also conducted an audition experiment on the experimenter. It is found that students can make a basic correct understanding of the pronunciation they hear. The last part of this chapter is a summary of the above experiments. Chapter 4th is the teaching suggestion. I teach Chinese at the Confucius Institute of Kharkiv State University in Ukraine for nearly a year. In the course of teaching, I find that the students' learning motivation is strong and weak. There are also some objective factors that affect learners' learning effect. In teaching, different teaching measures should be taken according to learners' learning motivation, and Chinese international education should be strengthened in the aspects of textbook compiling and nationalization. Classroom teaching methods should be diversified and targeted to students from different countries, and testing methods should be varied in order to fully understand the students' learning situation.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】