尼泊尔大学生学习汉语语音偏误研究

发布时间：2018-03-05 20:50

本文选题：汉语语音　切入点：语音偏误　出处：《吉林大学》2016年硕士论文　论文类型：学位论文

【摘要】：尼泊尔大学生使用尼泊尔语和本土化的英语,二者的语音系统共同影响他们学习汉语语音。在声母、韵母和声调上,尼泊尔大学生学习汉语语音偏误都很严重。由于发音障碍而产生的发音残缺或混淆称作障碍性偏误;不存在发音障碍,由于语音规则不明而产生的偏误称作混淆性偏误。障碍性偏误初期纠正难,但是复发性低;混淆性偏误初期纠正容易,但是具有顽固性,容易复发。声母方面,m、n、l、s完全不存在偏误;b、p、d、t、g、k不存在发音障碍,但是送气音往往误发为不送气音,不送气音误发为相同发音部位的浊音;f、h主要存在发音障碍问题;j、q、x由于发音障碍容易与z、c、s混淆或者内部相互混淆;zh、ch、sh由于发音障碍容易与zh、ch、sh混淆或者内部相互混淆;r的情况比较复杂。除了送气不送气音清浊音的混淆,其它偏误都是障碍性偏误。韵母方面的偏误主要表现为ü[y]、-i[?]、-i[?]、er[?]的发音障碍,i发[i]与[?]、[?]的混淆,ü省略两点带来的混淆,舌面元音e的四个音位变体之间的混淆,还有其它一些偏误。声调方面主要是发音障碍,尤其是阳平,不仅发音难,还容易与其它声调混淆;上声并非最难;去声和阴平较容易。偏误的原因有语际负迁移、目的语负迁移和教学策略不当等因素。尼泊尔语语音同化英语的内在规律,同样影响着学习者学习汉语语音。目的语负迁移也反映了汉语拼音系统本身不完善的地方。针对偏误,本文给出了偏误教学的原则和偏误情况的具体的解决方法。对于尼泊尔大学生的汉语语音教学,可以多教一些理论,辅以合理的方法。障碍性偏误,应更多重视发音方法的选择和发音操练。混淆性偏误应多注意理论知识的合理传授及配合语音材料进行操练。
[Abstract]:Nepalese college students use both Nepali and native English, and their phonetic systems affect their learning of Chinese pronunciation. In consonants, vowels and tones, The phonetic errors of Nepalese college students in learning Chinese are very serious. The speech defects or confusion caused by pronunciation disorders are called obstacle errors; there is no pronunciation disorder. The errors caused by unclear phonetic rules are called confusing errors. The initial correction of obstacle bias is difficult, but the recurrence is low; the initial correction of confusion bias is easy, but it is obstinate. It is easy to recur. There is no bias at all in the consonants. There are no phonetic disorders, but the insufflation sounds are often mispronounced as non-aspirating sounds. The main problem of voicing disorder is that the insufflation is easily confused with zongcs or interiorly with each other, because the pronunciation disorder is easily confused with zhangchansh or is confused with each other internally. The situation is more complicated. Except for the confusion of the breath, not the breath, the purge, The other errors are obstacle errors. The errors in vowels are mainly shown as 眉 [y] -i [? [? ] ,er [? Pronunciation disorder [I] and [? ], [? The confusion caused by the omission of two points, the confusion between the four phonetic variants of tongue vowel e, and some other errors. In tone aspect, it is mainly phonetic disorder, especially Yangping, which is not only difficult to pronounce, but also easy to be confused with other tones; Upper voice is not the most difficult; it is easier to dissonate and dull. The causes of errors are negative transfer between languages, negative transfer of target language and improper teaching strategy. The negative transfer of target language also reflects the imperfections of the Chinese phonetic system. This paper gives the principle of error teaching and the concrete solution to the error situation. For the Chinese pronunciation teaching of Nepalese college students, we can teach more theories and reasonable methods. More attention should be paid to the choice of pronunciation methods and pronunciation practice, and more attention should be paid to the reasonable teaching of theoretical knowledge and the practice of phonetic materials.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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