韩国学生汉语简单介绍句韵律研究

发布时间：2018-04-05 08:52

本文选题：韩国学生　切入点：汉语介绍句韵律特征　出处：《北京大学》2013年博士论文

【摘要】：汉语学习者的洋腔洋调是语音研究中富有挑战性的课题。韩国学生在说汉语时常常是一开口就显现出韩国人特有的腔调。本文以初次见面时使用率最高的简单介绍句为实验语料，研究了韩国学生汉语简单介绍句韵律特征。这一关于韩国学生汉语韵律特征的研究具有语音学理论价值，同时具有教学上的实用价值。第一章，绪论。主要叙述了选题缘由、研究对象、研究范围、研究方法、研究目标等。本论文的研究目标为探索韩国学生汉语简单介绍句的韵律特征。第二章，文献综述。本文以韵律模块说和区别特征为理论背景，总结了前人关于汉韩韵律研究与汉韩语音对比分析成果，包括：音步、停延段与节奏、语调段等，在此基础上预设了韩国学生汉语音步段、停延段和语调段的韵律特征。第三章，分析韩语韵律特征。为了研究韩国学生学习汉语时可能会出现的母语迁移现象，设计了韩语简单介绍句的韵律材料，主要探讨了音步、停延段和语调方面的韵律特征。研究结果：韩语音步是节奏的单位，并没有规律的音步重音位置。重音以音高、音长和音强的凸显来实现，停顿最长的是意义完整的语调边界。本实验中语调边界只分析了H调和L调。第四章，感知分析。为了考察韩国学生汉语介绍句的韵律特征，通过汉语母语者感知实验进行重音和停顿两方面韵律标注，并且验证了第二章预设的内容，分析结果：韩国学生主要以语法词为单位停顿，因此韩国学生的停顿与汉语母语者相比有较多的、明显的停顿现象；重音方面出现音步重音和语调重音；汉语母语者将韩国学生处于边界的去声感知为重音的几率较高。第五章，实验分析。对汉语简单介绍句进行了具体的实验分析，研究结果：韩国学生汉语韵律特征主要在边界实现，在音步上，阴平调，，韩国学生的音高不够高；阳平调，韩国学生的音高上限较低；去声的调域最宽而长；韩国学生力求清晰地发好每一个字的音，调型完整，边界去声发音特别重，因此，音步段的各声调间不太协调。同时又将实验结果与感知分析结果相比较，实验分析中韩国学生停延段的结果与汉语母语者的感知分析结果相同。在语调上，韩国学生的每一个音域均等，不能发凸显焦点音，没有出现语调重音，音步重音影响到语调重音。第六章，验证汉语重音与声学的相关性，根据统计分析结果对重音与调域、音长、音强域的凸显度的相关性进行了分析。其中调域宽度、音高高点与重音的相关性更大，重音凸显是绝对性的，汉语重音除了凸显特征以外，也有骤降的特征；韩国学生的重音位置与汉语母语者不同。第七章结语，根据优选论的观点分析与总结了韩国学生在简单介绍句中体现的汉语韵律特征，并解释了韩国学生边界去声偏重的原因。
[Abstract]:The foreign tone of Chinese learners is a challenging topic in phonological research.Korean students often speak Chinese with a Korean accent.In this paper, the prosodic characteristics of Korean students' Chinese simple introductory sentences are studied using the simple introductory sentences with the highest utilization rate for the first time.This research on Chinese prosodic characteristics of Korean students has theoretical value in phonetics and practical value in teaching.Chapter one, introduction.This paper mainly describes the reason, research object, research scope, research methods, research objectives and so on.The purpose of this thesis is to explore the prosodic characteristics of Korean students' simple introductory sentences.Chapter two, literature review.Based on the theory background of prosody module theory and distinguishing characteristics, this paper summarizes the achievements of previous researches on Chinese and Korean prosody and the contrastive analysis of Chinese and Korean pronunciation, including: step, pause and rhythm, intonation, etc.On this basis, the prosodic features of Chinese speech step, stop delay and intonation of Korean students are preset.Chapter three analyzes the prosodic characteristics of Korean.In order to study the phenomenon of mother tongue transfer that may occur when Korean students learn Chinese, the prosodic materials of Korean simple introductions are designed, and the prosodic characteristics of step, pause and intonation are discussed.Results: Korean phonetic step is the unit of rhythm, and there is no regular stress position.The stress is realized by pitch, length and intensity, and the longest pause is the complete intonation boundary.In this experiment, the intonation boundary only analyses H and L tones.Chapter four, perception analysis.In order to investigate the prosodic characteristics of Korean students' Chinese introductions, the prosodic tagging of stress and pauses is carried out through the Chinese native language perception experiment, and the presupposition content in Chapter 2 is verified.The results show that the Korean students mainly use grammatical words as the unit of pause, so the Korean students have more pauses than the native speakers of Chinese, and the stress of step and intonation appears in the aspect of stress.Chinese native speakers are more likely to perceive Korean students as stress when they are at the border.Chapter five, experimental analysis.The results show that the Chinese prosodic features of Korean students are mainly realized in the boundary, and the pitch of the Korean students is not high enough in the phonic step, the pitch of the Korean students is not high enough, the pitch of the Korean students is not high enough, the Chinese prosodic characteristics of the Korean students are mainly realized in the boundary.The pitch limit of Korean students is relatively low; the range of tone removal is the widest and longer; the Korean students strive to clearly pronounce every word, the tone is complete, and the boundary tone is very heavy. Therefore, the tone of the step segment is not in harmony with each other.At the same time, the results of the experiment are compared with the results of perception analysis. The results of Korean students' stopping segment are the same as those of Chinese native speakers.In terms of intonation, every tone range of Korean students is equal, and no intonation stress appears, and step stress affects intonation stress.In chapter 6, we verify the correlation between Chinese accent and acoustics, and analyze the correlation between stress and tone field, pitch length, and intensity field according to the results of statistical analysis.The tone field width, pitch height and stress are more relevant, stress highlight is absolute, Chinese stress, in addition to highlighting characteristics, also has the characteristics of sudden decline; Korean students' stress position is different from Chinese native speakers.In the seventh chapter, the author analyzes and summarizes the Chinese prosodic characteristics of Korean students in simple introductory sentences, and explains the reasons of the Korean students' emphasis on the boundary.
【学位授予单位】：北京大学
【学位级别】：博士
【学位授予年份】：2013
【分类号】：H195

【相似文献】