高级汉语水平留学生韵律听辨及运用研究

发布时间：2018-03-23 12:00

本文选题：韵律　切入点：听辨　出处：《华东师范大学》2013年硕士论文

【摘要】：在汉语作为第二语言的语音教学中,初中级阶段声韵调部分较受重视,而韵律部分往往被忽视。在高级阶段,高级汉语水平留学生的韵律教学就更被“束之高阁”,但现实情况是,留学生的口语表达虽然流利,但仍缺乏自然度。同时,在高级阶段,语音与语法语义的互动关系未得到重视,而对于韵律与语义关系的有效把握体现了留学生主动运用语言要素的能力,是高级汉语水平准确自如理解他人和表达自己的重要能力体现。本研究对高级汉语水平留学生的韵律听辨和运用现况进行了测试,在此基础上进行问卷及访谈的后续调查。基于此,结合相关理论,对高级汉语水平留学生的韵律听辨和运用现况进行分析,总结现存问题,寻求留学生韵律能力现况的解释,并尝试提出改善现况的对策。文章主要分为4个部分：第一部分总结前人研究成果,提出高级汉语水平留学生语音教学中被忽视的部分,确定本文研究目标,厘清研究思路和研究程序,确定采用定性的研究方法进行研究。第二部分在确定研究思路的基础上,进行研究设计。研究设计分为3个部分第一部分是测试卷设计,分为听辨和朗读两部分,分别考察高级汉语水平留学生对于韵律与语义关系的把握。第二部分是问卷反馈,主要调查留学生对于试题题干的意义选择倾向。第三部分是访谈追踪,针对受试作答的具体情况要求受试指出语义区分手段,并且了解受试韵律学习的经历。第三部分是在研究设计的基础上对数据进行统计和整理。主要从听辨和运用两方面入手,分别考察受试在停顿和重音两方面的现况,重点对出错试题进行分析。统计留学生对韵律特征的听辨及选用,以及留学生对韵律位置的感知和设置。第四部分是在数据统计的结果上概括归纳出高级汉语水平留学生在韵律听辨及运用上存在的问题、成因及解决对策。留学生具有一定韵律意识,但其韵律能力呈现出明显的差异性和随意性,听辨和运用的准确性、重音和停顿掌握能力及韵律知识及韵律能力发展都是不平衡的。这可从语言结构的语法及语义显性程度意义优选、韵律教学上找出原因,在应对策略上,输入-输出、刺激-反应理论及针对性专项训练为改善留学生韵律能力现况提供了思路。
[Abstract]:In the phonetic teaching of Chinese as a second language, more attention is paid to the rhyme part in the early and middle stage, while the prosodic part is often neglected. The prosody teaching of foreign students with advanced Chinese level is even more shelved. But the reality is that although the spoken language of foreign students is fluent, they still lack naturalness. At the same time, at the advanced stage, The interactive relationship between phonetics and grammatical semantics has not been paid attention to, and the effective grasp of the relationship between prosody and semantics reflects the ability of foreign students to use language elements actively. It is an important ability to understand others and express oneself accurately and freely. The present study tests the current situation of prosody listening and application of foreign students with advanced Chinese proficiency, on the basis of which the questionnaire and interview follow-up investigation are carried out. Based on this, combined with relevant theories, This paper analyzes the current situation of prosody listening and application of foreign students with advanced Chinese proficiency, summarizes the existing problems, seeks an explanation of the current situation of prosody ability of foreign students, and tries to put forward countermeasures to improve the current situation. The article is divided into four parts:. The first part summarizes the previous research results, puts forward the neglected part in the advanced Chinese level foreign students' pronunciation teaching, determines the research goal, clarifies the research thought and the research procedure, and determines the qualitative research method to carry on the research. The second part, on the basis of confirming the research idea, carries on the research design. The research design is divided into three parts: the first part is the test paper design, the second part is divided into two parts: listening and reading. The second part is the questionnaire feedback, which mainly investigates the tendency of the students to choose the meaning of the questions. The third part is the interview tracking, the second part is the questionnaire feedback, the second part is the questionnaire feedback, the second part is the questionnaire feedback, the second part is the questionnaire feedback, the second part is the questionnaire feedback. According to the specific situation of the subjects, the subjects should point out the semantic differentiation means and understand the experience of prosodic learning. The third part is on the basis of the research and design of the statistics and collation of the data, mainly from the two aspects of listening and application, respectively, to examine the participants in the pause and stress of the two aspects of the current situation. The key points of this paper are the analysis of the wrong questions, the statistics of the listening and choosing of the prosodic characteristics of the foreign students, and the perception and setting of the prosodic position of the foreign students. In the fourth part, the author generalizes the problems, causes and solutions of the prosody listening and application of the advanced Chinese students on the basis of the statistical results. The students have a certain sense of prosody. But its prosody ability shows obvious difference and arbitrariness, the accuracy of listening and application, the ability of accentuation and pausing, the development of prosodic knowledge and prosodic ability are all unbalanced. This can be done from the grammatical and semantic dominant way of language structure. In terms of coping strategies, input-output, stimulus-response theory and targeted special training provide ideas for improving the current situation of prosody ability of foreign students.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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