乌汉一级元音相似度与乌尔都语母语者汉语元音习得顺序研究

发布时间：2018-02-27 21:08

本文关键词： 元音格局一级元音相似巴基斯坦乌尔都语　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：学习者在学习其他语言时可能受到来自母语的各种影响,为了了解两种语言间的共性与差异对语言习得的影响,文章选择母语为乌尔都语的初级巴基斯坦学习者为研究对象,研究了乌汉一级元音相似度与汉语元音习得的关系。文章通过乌汉音系对比确定了各自语音系统的一级元音,设计实施了乌汉标准音发音实验、乌尔都语母语者标准音感知实验和汉语母语者标准音感知实验,通过声学参数分析、元音格局对比、母语者感知听辨的方法从声学参数和母语者双向感知两个角度确定了基于汉语语音视角的乌汉一级元音相似度等级为:[a][i][u][γ][y][(?)][ι]。文章设计并实施了学习者汉语一级元音发音实验、汉语学习者对学习者发音的感知评价实验和汉语母语者对学习者发音的感知评价实验,通过元音格局对比分析、离散度分析、学习者和汉语母语者的感知评价的方法从声学参数和双向感知两个角度确定了学习者汉语一级元音习得顺序为[i][u][a][y][γ][ι],[(?)]由于取样量太少无法判断感知的习得顺序。通过对比乌汉一级元音相似度等级和学习者汉语一级元音习得顺序的关系,验证或修正了对比分析假说、言语学习模型、知觉同化模型、标记差异假说、离散度理论。第一,实验结果基本支持对比分析假说,认为相似度低的元音习得难度大。但对于陌生元音而言,标记性越强,越容易习得,但仍比相似元音难习得。对于相似元音标记性的作用不明显。第二,实验结果部分支持言语学习模型,认为差异非常微小的相似元音难习得,陌生元音也很难习得,但是标记性很强的陌生元音比差异非常微小的相似元音较容易习得。第三,实验结果支持知觉同化模型。母语为乌尔都语的学习者能很好地区分汉语中的[a]、[i]和[u];不能很好地区分[(?)]和[γ];能较好地区分[u]和[y]、[ι]和[(?)]、[ι]和[γ]。第四,实验结果认为离散度的计算方法不能很好地说明习得顺序。
[Abstract]:Learners may be influenced by their mother tongue when learning other languages. In order to understand the influence of the similarities and differences between the two languages on language acquisition, primary Pakistani learners whose mother tongue is Urdu are chosen as the research objects. This paper studies the relationship between the similarity of vowels and the acquisition of Chinese vowels. Urdu native speakers' standard sound perception experiment and Chinese native speakers' standard sound perception experiment, through acoustic parameter analysis, vowel pattern comparison, Based on the acoustic parameters and the bidirectional perception of native speakers, the similarity of vowels based on Chinese phonetics is [a] [I] [u] [纬] [y] [? In this paper, we designed and implemented the Chinese vowel pronunciation experiment, the Chinese learners' perception and evaluation of the learners' pronunciation and the Chinese native speakers' perception of the learners' pronunciation, and analyzed the vowel patterns. In terms of acoustic parameters and bidirectional perception, the order of acquisition of Chinese vowels was determined to be [I] [u] [a] [y] [纬] [l], [I] [u] [y] [纬] [l], [I] [u] [a] [y] [纬] [l]. Because the sample size is too small to judge the perceived acquisition order. By comparing the similarity level of vowels in Wuhan class and the order of learners' acquisition of Chinese first level vowels, the contrastive analysis hypothesis and the speech learning model are verified or revised. Perception assimilation model, marker-difference hypothesis, dispersion theory. First, the experimental results basically support the contrastive analysis hypothesis, and think that the acquisition of vowels with low similarity is difficult, but for strange vowels, the stronger the markedness is, the easier it is to acquire the vowels. But it is still more difficult to learn than similar vowels. The effect on the markedness of similar vowels is not obvious. Secondly, the experimental results partly support the speech learning model, which holds that similar vowels with very small differences are difficult to acquire and unfamiliar vowels are also difficult to acquire. But strange vowels with strong markers are easier to learn than similar vowels with very small differences. The experimental results support the perceptual assimilation model. Native speakers of Urdu can well distinguish [a], [I] and [u] in Chinese, but not very well in [a], [I] and [u], but not very well in [a], [I] and [u] in Chinese. ] and [纬]; can better distinguish between [u] and [y], [l] and [y]? ], [l] and [纬]. 4th, the experimental results show that the calculation method of dispersion does not explain the acquisition order very well.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

【参考文献】