汉越声母系统考察与汉语声母习得的偏误分析

发布时间：2018-05-14 19:21

本文选题：1 + 声母　；参考：《吉林大学》2013年硕士论文

【摘要】：越南与中国是山水相连的友好邻邦。在两国人民长达两千余年的交往中,中国文化对越南文化产生了全方位的影响,作为中国文化载体的汉语也深深地影响了越南语。六年以前我有幸来到中国云南昆明学习汉语,回国以后还成了汉语教师,在河内第二师范大学外语系教汉语。教汉语的过程中我发现越南初级班学生的发音问题很多：不但声韵腔十足,而且调也变得很奇怪,甚至有些学生发音错误。经过一段时间的纠正以后,可以变得标准一点,但有些音怎么也纠正不了,成了一种僵化的偏误,听起来很不顺耳,对学习成绩及工作效率影响很大。可见,语音教学非常重要,如何教与学好汉语语音成了汉语系教师和学生的大问题。目前在中国,随着对外汉语教学的发展。关于汉语语音教学方面的探索及研究也越来越多,其成果在我们汉语系的教学过程中被采用,但是情况也未能得到改善。我们认知到,对每一类教学对象,除了需要基本的教学方法的理论研究与学习以外,还需要在实践中针对特定教学问题总结出适当的实用对策。众所周知,语音是语言的基本物质外壳和表达手段,语音障碍也是语言障碍的第一个关口。对越南学生来说学习汉语语音时声母是他们最容易犯错而且偏误率是最高的。在语言习得的过程中,人们往往会很自然地通过母语语音系统的听觉和发音习惯来接收目的语的语音系统。从而对目的语的语音偏误由此产生,因此分析第二语言语音偏误不仅从目的语语音系统出发而从母语语音系统分析。本文的研究对象为现代汉语声母系统中每个音素的语音特征并和越南语声母系统对比。以越南学生对汉语声母偏误为调查对象,运用汉语和越语语音理论以及语言对比理论,中介语理论和偏误理论。本文首先对汉语和越南语声母系统进行详细地描写及比较以求得指出两种语言每个声母发音特征的异同点。对学生汉语声母偏误的调查结果进行统计和分类。根据统计结果可以了解偏误出现的频率、偏误的表现情况如何。在考察越南学生汉语声母发音情况的过程中,笔者会运用实验语音法。首先笔者设计一些目的音然后用录音设备录下学生的声音输入电脑再用河内第二师范大学的语音室所使用的语音分析设备为Computrized Speech Lab, Model4500将课文摘选出来由中国人发的标准音和越南学生的声音材料进行精确的测量,通过相应的波形图得出考察结果。最后笔者提供一些对越南学生学习汉语声母的教学对策。
[Abstract]:Vietnam and China are friendly neighbors connected by mountains and rivers. In the course of more than two thousand years of exchanges between the two peoples, Chinese culture has exerted an all-round influence on Vietnamese culture, and the Chinese language, as a carrier of Chinese culture, has also deeply influenced the Vietnamese language. Six years ago, I was lucky to come to Kunming, Yunnan, China to study Chinese. After returning to China, I became a Chinese teacher and taught Chinese in the Department of Foreign languages of Hanoi second normal University. In the course of teaching Chinese, I found that Vietnamese junior students had a lot of pronunciation problems: not only the rhyme was full, but also the tone became strange, and some students even mispronounce. After a period of correction, can become a bit more standard, but some of the sound can not be corrected, become a rigid bias, sounds very unpleasant, and has a great impact on academic performance and work efficiency. Therefore, phonetic teaching is very important. How to teach and learn Chinese phonetics has become a big problem for Chinese teachers and students. At present, with the development of teaching Chinese as a foreign language in China. There are more and more researches on the teaching of Chinese pronunciation, and its achievements have been adopted in the teaching process of our Chinese department, but the situation has not been improved. We realize that for each kind of teaching object, besides the theoretical research and learning of basic teaching methods, we also need to sum up appropriate practical countermeasures for specific teaching problems in practice. As we all know, speech is the basic material shell and means of expression of language, and speech barrier is the first barrier of language barrier. For Vietnamese students learning Chinese phonetic initials are the most error-prone and the highest error rate. In the process of language acquisition, people will naturally receive the target phonetic system through the listening and pronunciation habits of the native phonetic system. Therefore, the analysis of second language phonetic bias is based not only on the target speech system but also on the mother tongue phonetic system. This paper focuses on the phonological features of each phoneme in the modern Chinese consonant system and compares it with the Vietnamese consonant system. In this paper, Vietnamese students' initial errors in Chinese are investigated by using Chinese and Vietnamese phonetic theory, language contrast theory, interlanguage theory and error theory. This paper first describes and compares the Chinese and Vietnamese phonetic systems in order to find out the similarities and differences between the two languages. The survey results of Chinese initial errors are statistically analyzed and classified. According to the statistical results can understand the frequency of errors, how the performance of errors. In the course of investigating Vietnamese students' Chinese consonant pronunciation, the author will use experimental phonetic method. First, the author designed some target sounds, and then recorded the students' sounds with the computer, and then used the phonetic analysis equipment used in the phonological laboratory of Hanoi second normal University to pick out the text for Computrized Speech Lab, Model4500 and send it out by the Chinese. The standard sound and sound materials of Vietnamese students are accurately measured, The investigation results are obtained by the corresponding waveform diagram. Finally, the author provides some teaching strategies for Vietnamese students to learn Chinese consonants.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】