土耳其留学生汉语语音习得偏误研究
发布时间：2018-07-14 10:57
【摘要】：汉语语音教学是对外汉语教学的基础和重中之重,它直接影响到后期汉字、词汇及语法教学的展开。汉语和土耳其语属于完全不同的语系,二者语音之间差别很大,这给土耳其学生汉语语音学习带来了不便。随着来华学习汉语的土耳其留学生与日俱增,研究土耳其留学生汉语语音习得偏误就显得很有必要。针对土耳其学生汉语语音习得偏误的研究,不仅能为土耳其学生学习汉语提供帮助,也能为汉语教师的对外汉语教学提供便利。 本文分三部分对初中级汉语水平土耳其留学生在学习汉语语音时产生的偏误进行了详细地分析。第一部分为论文的引言。第二部分为论文的主要部分,分三个章节分别阐述土耳其学生在学习汉语语音时出现的声母、韵母、声调方面的偏误情况及针对不同偏误提出的相应的教学建议。通过分析,笔者总结出土耳其留学生学习汉语声母时的语音难点和偏误主要存在于汉语的送气音、不送气音、塞擦音、舌尖后音、舌面音、舌面后音,出现这些偏误的主要原因是语际迁移、语内迁移以及教师和课堂的问题；韵母的偏误主要集中在单元音韵母e、er、u、i,复元音韵母、鼻韵母等,导致这些偏误的主要原因是语际迁移、语内迁移和汉语拼音方案的误导；声调学习的难点是二声、三声以及流音变中的上声、轻声、一不变调偏误。论文第三部分是对论文主要内容及研究不足之处的总结。
[Abstract]:Chinese phonetics teaching is the foundation and the most important part of teaching Chinese as a foreign language, which directly affects the development of the teaching of Chinese characters, vocabulary and grammar in the later period. Chinese and Turkish belong to a completely different language family, and there is a great difference between them, which brings inconvenience to Turkish students' learning of Chinese pronunciation. With the increasing number of Turkish students studying Chinese in China, it is necessary to study the errors in the acquisition of Chinese pronunciation by Turkish students. The research on the errors in the acquisition of Chinese pronunciation by Turkish students can not only help Turkish students to learn Chinese, but also facilitate the teaching of Chinese as a foreign language for Chinese teachers. This paper analyzes in detail the errors caused by Turkish students in learning Chinese pronunciation. The first part is the introduction of the paper. The second part is the main part of the thesis, which is divided into three chapters: the errors in initials, vowels and tones of Turkish students in learning Chinese pronunciation, and the corresponding teaching suggestions for different errors. Based on the analysis, the author concludes that the difficulties and errors of Turkish students in learning Chinese consonants are mainly in the insufflation tone, non-aspirating sound, impingement sound, post-tongue tone, and the back tone of the tongue. The main causes of these errors are interlingual transfer, intralingual transfer and teacher and classroom problems, while the errors of vowel and nasal vowel are mainly caused by interlingual transfer, while the errors of vowel are mainly concentrated in unit vowel, nasal vowel, etc. Intralingual transfer and misdirection of Pinyin scheme; the difficulties in tone learning are second, third and the upper, soft and unaltered tone errors in flutter. The third part is a summary of the main contents and research deficiencies.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
本文编号：2121425
[Abstract]:Chinese phonetics teaching is the foundation and the most important part of teaching Chinese as a foreign language, which directly affects the development of the teaching of Chinese characters, vocabulary and grammar in the later period. Chinese and Turkish belong to a completely different language family, and there is a great difference between them, which brings inconvenience to Turkish students' learning of Chinese pronunciation. With the increasing number of Turkish students studying Chinese in China, it is necessary to study the errors in the acquisition of Chinese pronunciation by Turkish students. The research on the errors in the acquisition of Chinese pronunciation by Turkish students can not only help Turkish students to learn Chinese, but also facilitate the teaching of Chinese as a foreign language for Chinese teachers. This paper analyzes in detail the errors caused by Turkish students in learning Chinese pronunciation. The first part is the introduction of the paper. The second part is the main part of the thesis, which is divided into three chapters: the errors in initials, vowels and tones of Turkish students in learning Chinese pronunciation, and the corresponding teaching suggestions for different errors. Based on the analysis, the author concludes that the difficulties and errors of Turkish students in learning Chinese consonants are mainly in the insufflation tone, non-aspirating sound, impingement sound, post-tongue tone, and the back tone of the tongue. The main causes of these errors are interlingual transfer, intralingual transfer and teacher and classroom problems, while the errors of vowel and nasal vowel are mainly caused by interlingual transfer, while the errors of vowel are mainly concentrated in unit vowel, nasal vowel, etc. Intralingual transfer and misdirection of Pinyin scheme; the difficulties in tone learning are second, third and the upper, soft and unaltered tone errors in flutter. The third part is a summary of the main contents and research deficiencies.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195
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