斯里兰卡留学生学习汉语语音的偏误分析和教学对策
发布时间：2018-12-20 09:44
【摘要】：本文针对斯里兰卡学生在学习汉语语音时产生的偏误进行了详细分析，从汉语的声、韵、调三方面阐述了斯里兰卡学生学习汉语语音时学生母语（僧伽罗语）产生的正、负迁移作用。 斯里兰卡学生学习汉语声母时，出现的偏误主要集中在5个方面。1.送气和不送气混淆。汉、僧两语中都有送气和不送气的对立，但汉语送气音介于汉语不送气音和僧伽罗语强送气音之间。这种情况造成学生在听辨的过程中误把送气音听成不送气音。2.清浊混淆。汉语的塞音、塞擦音不存在清浊的对立（仅有的4个浊辅音是鼻音、边音和浊擦音，其它均为清辅音）。僧伽罗语中存在清浊对立，学生在单独朗读声母时容易将不送气清辅音发成浊辅音。3.舌尖位置（舌尖前、舌尖中和舌尖后）混淆。僧伽罗语中的t、d为齿化、舌尖前音，发音位置比汉语的舌尖中音t、d位置靠前，因而学生在发音时受母语负迁移的影响出现误读。4.用舌尖代替舌面发音。僧伽罗语中没有舌面音，因此在发汉语辅音j、q、x时，用舌尖代替舌面发音，读成z、c、s或zh、ch、sh。5.塞擦音和擦音混淆。由于发音时对塞擦音和擦音的发音原理不清，导致在发j、q、x，z、c、s，zh、ch、sh、r这三组音时，每组内部出现相互混淆显现。 斯里兰卡学生学习汉语韵母时，偏误主要集中在汉语元音的语音变体未被明确标注和由《汉语拼音方案》的省写规则造成的误读这两个方面。其中的偏误突出表现在汉语韵母i和ü的偏误上。 在声调方面，本文主要研究了斯里兰卡学生读汉语单字4个声调时产生的偏误。斯里兰卡学生读汉语单字四声时的特点是音高过低，音质过短。研究表明斯里兰卡学生学习4个声调从难到易的顺序为：三声、二声、四声、一声。一声是他们发的最好的声调，三声最难，，是因为僧伽罗语没有声调，学生习惯于波浪式的曲折语调式的朗读方式，并将之带入到汉语声调的学习中。
[Abstract]:This paper makes a detailed analysis of the errors caused by Sri Lankan students' learning Chinese pronunciation, and expounds the positive effects of Sri Lankan students' mother tongue (Sinhala) when learning Chinese pronunciation from three aspects: Chinese sound, rhyme and tone. Negative migration. When Sri Lankan students learn Chinese consonants, the errors mainly focus on five aspects. 1. Exhalation is confused with non-exhalation. In both Chinese and Sinhalese, there is the opposition between exhalation and non-exhalation, but the sound of Chinese exhalation is between the non-exhaling sound and the strong exhalation sound of Sinhalese. This situation causes students in the process of listening to the insufflation sound into a non-aspirated sound. 2. Clear the turbid confusion. There is no antithesis in Chinese syllable and syllable (only 4 turbid consonants are nasal, side and turbid, and others are clear consonant). In Sinhalese, there is a clear opposites, students read the consonant alone when easily invigorated clear consonants into turbid consonants. 3. The position of the tip of the tongue (the tip of the tongue, the tip of the tongue and the back of the tip of the tongue) is confused. In Sinhalese, tpd is toothed, the phonetic position is higher than that in Chinese, and the students misread it under the influence of the negative transfer of their mother tongue. 4. Replace the tongue with the tip of the tongue. In Sinhala, there is no tongue-face sound, so in the Chinese consonant JJ QI x, use the tip of the tongue instead of the tongue and pronounce it as zhancs or zh,ch,sh.5.. Syllable and syllable are confused. Due to the unclear pronunciation principle of the syllable and the erasure, each group appears to be confused with each other in the three groups of pronunciation. When Sri Lankan students learn Chinese vowels, the errors mainly focus on the two aspects: the phonetic variants of Chinese vowels are not clearly marked and the misreading caused by the provincial writing rules of the Pinyin Scheme. The errors of Chinese vowels I and 眉 are prominent. In terms of tone, this paper mainly studies the errors of Sri Lankan students in reading Chinese characters. Sri Lankan students are characterized by low pitch and short tone when reading Chinese monographs. The study shows that Sri Lankan students learn four tones in order from difficulty to ease: three, two, four and one. One is their best tone, the third is the most difficult, because Sinhala has no tone, students are used to wave-like, zigzag intonation, and bring it into the study of Chinese tones.
【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
本文编号：2387814
[Abstract]:This paper makes a detailed analysis of the errors caused by Sri Lankan students' learning Chinese pronunciation, and expounds the positive effects of Sri Lankan students' mother tongue (Sinhala) when learning Chinese pronunciation from three aspects: Chinese sound, rhyme and tone. Negative migration. When Sri Lankan students learn Chinese consonants, the errors mainly focus on five aspects. 1. Exhalation is confused with non-exhalation. In both Chinese and Sinhalese, there is the opposition between exhalation and non-exhalation, but the sound of Chinese exhalation is between the non-exhaling sound and the strong exhalation sound of Sinhalese. This situation causes students in the process of listening to the insufflation sound into a non-aspirated sound. 2. Clear the turbid confusion. There is no antithesis in Chinese syllable and syllable (only 4 turbid consonants are nasal, side and turbid, and others are clear consonant). In Sinhalese, there is a clear opposites, students read the consonant alone when easily invigorated clear consonants into turbid consonants. 3. The position of the tip of the tongue (the tip of the tongue, the tip of the tongue and the back of the tip of the tongue) is confused. In Sinhalese, tpd is toothed, the phonetic position is higher than that in Chinese, and the students misread it under the influence of the negative transfer of their mother tongue. 4. Replace the tongue with the tip of the tongue. In Sinhala, there is no tongue-face sound, so in the Chinese consonant JJ QI x, use the tip of the tongue instead of the tongue and pronounce it as zhancs or zh,ch,sh.5.. Syllable and syllable are confused. Due to the unclear pronunciation principle of the syllable and the erasure, each group appears to be confused with each other in the three groups of pronunciation. When Sri Lankan students learn Chinese vowels, the errors mainly focus on the two aspects: the phonetic variants of Chinese vowels are not clearly marked and the misreading caused by the provincial writing rules of the Pinyin Scheme. The errors of Chinese vowels I and 眉 are prominent. In terms of tone, this paper mainly studies the errors of Sri Lankan students in reading Chinese characters. Sri Lankan students are characterized by low pitch and short tone when reading Chinese monographs. The study shows that Sri Lankan students learn four tones in order from difficulty to ease: three, two, four and one. One is their best tone, the third is the most difficult, because Sinhala has no tone, students are used to wave-like, zigzag intonation, and bring it into the study of Chinese tones.
【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
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本文编号：2387814
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