泰国、印尼、韩国留学生汉语句中音节时长问题研究

发布时间：2018-06-24 07:48

本文选题：音节时长 + 词性　；参考：《暨南大学》2013年硕士论文

【摘要】：以汉语作为第二语言的留学生在运用汉语进行交流或者自然会话时，总带着一种“怪怪的”腔调，这种腔调被称为“洋腔洋调”。“洋腔洋调”问题一直被受语音研究专家所关注。研究发现，留学生的“洋腔洋调”问题，除了与汉语普通话的声韵调等音段特征有关，还与汉语普通话的音长、音高等超音段特征因素相关。中国人在朗读说话时，句内各音节的时长不是固定不变的，而是会根据语法结构和语义表达的需要产生延长或缩短的变化。但是以汉语作为第二语言的留学生在朗读汉语句子和用汉语进行会话时由于没有掌握汉语句中音节时长长短变化的特征和规律而产生了各种偏误。本研究从语音实验的角度出发，，深入研究了泰国、印尼和韩国三个国家的留学生朗读汉语句子时句内音节时长的偏误特征。研究发现：泰国、印尼、韩国三个国家的留学生对句子中的副词、介词、助词等虚词的音节时长都把握得不好，在朗读时这些词语的音节时长值与中国学生相比都延长了很多；另外留学生对汉语的一些特殊句式中的音节时长也把握得不好，三个国家的留学生在朗读时往往把句子中一些特殊成分的音节时长也大大地延长。把汉语句子中的虚词或者特殊句式的特殊成分的音节时长大大延长的结果是生硬地拆分了汉语句子中短语以及常用语块等的固定结构，改变了汉语句子中语块结构以及整个句子音节时长的重点位置，造成了音节时长偏误。泰、印、韩三个国家的留学生汉语句子中音节时长的偏误程度因留学生的汉语习得水平和母语背景的不同而有所差异：同一个国家的留学生当中，汉语习得水平越高，汉语句子音节时长偏误的程度越低；同一汉语习得水平的留学生当中，印尼留学生对汉语句子音节时长的把握比泰国学生和韩国学生要好，泰国学生对汉语句子音节时长的把握比韩国学生稍好，但在具体的句子中这种差异会有变化。
[Abstract]:The foreign students who use Chinese as their second language always take a "strange" tone when they use Chinese for communication or natural conversation, which is called "foreign tune". The issue of foreign tonality has always been concerned by phonological experts. It is found that the foreign students'"foreign tone" problem is related not only to the phonological and phonological features of Chinese Putonghua, but also to the supersonic segment characteristics such as length and pitch of Chinese Putonghua. The duration of each syllable in the sentence is not fixed when the Chinese read aloud, but it will be prolonged or shortened according to the need of grammatical structure and semantic expression. However, the foreign students who take Chinese as their second language have a variety of errors in reading Chinese sentences and conversing in Chinese because they have not grasped the characteristics and rules of the length and duration of syllables in Chinese sentences. From the perspective of phonological experiments, this study makes a thorough study of the errors in the duration of syllable in sentences of Thai, Indonesian and Korean students. The study found that the foreign students from Thailand, Indonesia and South Korea did not grasp the syllable length of adverbs, prepositions and auxiliary words in sentences, and the syllable duration of these words was much longer than that of Chinese students. In addition, the foreign students do not hold well the syllables in some special sentence patterns of Chinese, and the students from three countries tend to prolong the syllables of some special components in sentences when they read aloud. The result of greatly prolonging the syllable duration of function words or special components of Chinese sentences is that the fixed structures of phrases and common phrases in Chinese sentences are broken up. It changes the chunks structure and the key position of the syllable duration of the whole sentence, which results in the syllable length bias. The degree of syllable errors in Chinese sentences of foreign students from Thailand, India and South Korea is different from that of foreign students' Chinese acquisition level and native language background: the higher the level of Chinese acquisition, the higher the level of Chinese acquisition among students from the same country. Among the students with the same level of acquisition of Chinese, the Indonesian students had a better grasp of the duration of the syllable of Chinese sentences than the Thai and Korean students. Thai students have a better grasp of the syllable duration of Chinese sentences than Korean students, but the differences may change in specific sentences.
【学位授予单位】：暨南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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