中级泰国留学生汉语陈述句语调习得偏误实验研究

发布时间：2018-05-22 19:15

本文选题：中级泰国留学生 + 汉语陈述句　；参考：《广西大学》2017年硕士论文

【摘要】：语调是外国学生汉语口语学习的难点之一,也是对外汉语教学的难题。本文采用实验语音学的手段,通过软件对留学生和母语者的语句进行数据提取和分析,横向从句子的声调、语法结构和语际差异等层面,纵向从调域、起伏度和语调格局等音高层面,描述泰国汉语中级水平留学生习得汉语陈述句语调的情况,并与母语者的陈述句使用情况进行量化对比。由此探讨泰国留学生可能存在的汉语陈述句语调偏误,寻求造成偏误的原因,以期有针对性地提出一些指导对外汉语学习和教学的方法和建议。全文分为五部分:第一部分为绪论。本章对课题来源进行阐述,对语调的概念进行了界定,介绍和分析了国内外相关的语调及语调的习得研究情况,阐述了本文的研究内容和研究思路。第二部分为实验设计。本章界定了本次实验的考察项目,介绍了实验用语料、发音人情况、实验步骤、实验数据的提取和处理方法,并总结实验的优缺点。第三部分为实验过程与结果分析。在本章中,针对调域、起伏度、语调格局等考察项目,分别对汉语同声调句、汉语自然焦点句和泰语陈述句三组句子进行实验数据的分析,并对泰国留学生在习得汉语陈述句过程中语调音高方面出现的偏误进行总结。第四部分为针对泰国学生习得汉语陈述句语调的教学建议。该章根据语调偏误实验的结果对向对外汉语教师的语调教学提出教学建议。第五部分为结论。本章总结了本次语调实验中泰国中级水平留学生在汉语陈述句语调中表现出来的偏误,总结实验研究结论。同时,也指出本文的创新点和不足点。通过本次实验,得出如下结论:(一)汉语陈述句的特点主要是语调整体的下倾,但是不同语法、句法结构的句子在语调格局的表现上亦有所差异。(二)中级阶段泰国留学生汉语陈述句语调偏误较多,偏误主要体现在“全句调域过窄”、“起伏度偏差”、“个别声调句习得不佳”、“个别语法结构句习得不佳”等方面。(三)泰国留学生学习汉语的偏误存在母语负迁移的影响,泰语中调域较小、起伏度格式差异、泰语边界调较小等语调差异和泰语本身语法结构、语音特点的不同,都对留学生习得汉语语调产生负面影响。(四)对外汉语教师在语调教学的过程中要提升学生的语调学习意识,强调声调与语调合一、强调语调与句子表意合一、注意学习者母语与目的语之间的迁移,最后通过教学方法的创新,着手留学生语调问题。
[Abstract]:Intonation is one of the difficulties in oral Chinese learning for foreign students, and it is also a difficult problem in teaching Chinese as a foreign language. By means of experimental phonetics, this paper uses software to extract and analyze the sentences of foreign students and native speakers, horizontally from the aspects of sentence tone, grammatical structure and interlingual differences, and vertically from the tone field. This paper describes the acquisition of Chinese declarative sentence intonation by Thai Intermediate level students and makes a quantitative comparison with the native speaker's use of declarative sentence at the pitch level such as fluctuation and intonation pattern. This paper probes into the possible intonation errors of Chinese declarative sentences in Thai students and explores the causes of the errors in order to put forward some methods and suggestions to guide the study and teaching of Chinese as a foreign language. The full text is divided into five parts: the first part is the introduction. This chapter expounds the source of the topic, defines the concept of intonation, introduces and analyzes the relevant intonation and the acquisition of intonation at home and abroad, and expounds the research contents and research ideas of this paper. The second part is the experimental design. This chapter defines the investigation items of the experiment, introduces the corpus, pronunciation, steps, data extraction and processing methods, and summarizes the advantages and disadvantages of the experiment. The third part is the experimental process and the analysis of the results. In this chapter, the experimental data of Chinese syntonation sentence, Chinese natural focus sentence and Thai declarative sentence are analyzed in terms of tone domain, fluctuation, intonation pattern and so on. The errors of intonation in the acquisition of Chinese declarative sentences by Thai students are summarized. The fourth part is the teaching suggestion for Thai students to acquire Chinese declarative sentence intonation. According to the results of intonation bias experiment, this chapter gives some teaching suggestions to TCFL teachers. The fifth part is the conclusion. This chapter summarizes the errors in the intonation of Chinese declarative sentences by Thai Intermediate level students in this intonation experiment. At the same time, it also points out the innovation and deficiency of this paper. Through this experiment, we can draw the following conclusion: (1) the characteristics of Chinese declarative sentences are mainly the downward tendency of intonation, but different grammatical and syntactic structures have different intonation patterns. (2) there are many intonation errors in Chinese declarative sentences of Thai students in intermediate stage, which are mainly reflected in the following aspects: "the whole sentence tone field is too narrow", "fluctuation deviation", "individual tone sentence acquisition is not good", "individual grammatical structure sentence acquisition is not good" and so on. (3) the errors of Thai students in learning Chinese have the influence of negative transfer of their mother tongue, the difference of intonation in Thai language is smaller, the difference of fluctuation format, the difference of boundary tone of Thai and the difference of grammatical structure and phonetic characteristics of Thai; Both have a negative impact on the acquisition of Chinese intonation by foreign students. (4) in the process of intonation teaching, teachers of Chinese as a foreign language should enhance the students' awareness of learning intonation, emphasize the unity of tone and intonation, emphasize the integration of intonation and sentence meaning, and pay attention to the transfer between the learner's mother tongue and the target language. Finally, through the innovation of teaching methods, the intonation of foreign students is discussed.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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