吉尔吉斯斯坦汉语初级水平中学生声调偏误分析与教学对策

发布时间：2018-05-29 13:57

本文选题：吉尔吉斯斯坦中学生 + 汉语声调声学实验　；参考：《新疆师范大学》2016年硕士论文

【摘要】：本研究以吉尔吉斯斯坦汉语初级水平中学生为研究对象,以3位中国教师为实验对照组,选取20种基本调型,以单字、双字和单句为录音样本,通过声学实验和对比分析,考察被试组汉语声调偏误表现,归纳其声调偏误规律,借助语音学理论,二语习得等理论分析声调偏误原因,从而有针对性的给出声调教学建议,以期对吉尔吉斯学生学习汉语声调提供教与学方面的借鉴。本文一共有五个章节:第一章绪论介绍本文的选题背景、选题意义、相关研究概述、研究思路和研究方法。第二章声调实验设计与过程选取20种基本调型,以单字、双字和单句为录音样本,由30位吉尔吉斯斯坦中学生和3位普通话为一级乙等的中国汉语教师朗读并录音,用Praat语音学分析软件将每个声调的音高曲线从起点到终点间距平分成十等份,提取十一个基频点的数值。第三章声学实验结果分析借助SPSS数据统计软件,用五度归一法获取每一个声调的平均T值,绘制出对照组和被试组的音高图和声调声学空间。比较对照组的五度音高值、标准差和音高曲线趋向,分析吉国中学生在单字、双字和单句中声调偏误表现,归纳其声调偏误规律和偏误特征。被试组声调偏误主要表现在调域和调型两方面。相较对照组,被试组单字组调域呈现“高、窄”的特点,而双字组和单句组的调域呈现“低、窄”的特点。单字调偏误率低,双字调和单句中字调由于受语流影响,变调处理不好,偏误较明显。其中,单字组中阳平调偏误率最高;双字组中,偏误率最高的是前字为上声的组合;单句中声调偏误率最高为句末去声和上声声调,其调域偏高,出现字顿现象。第四章声调偏误的原因分析从协同发音理论、中介语假说、对比分析等多个理论视角对声学实验和统计结果进行分析,追析吉尔吉斯斯坦汉语初级水平中学生声调偏误成因。第五章声调教学策略依据学生声调偏误类型和成因,提出针对性教学策略,以提升学生汉语语音面貌。结语全面总结吉尔吉斯斯坦中学生汉语声调偏误特征和成因,同时指出本研究存在的缺陷和有待改进的地方。
[Abstract]:In this study, middle school students at the primary level of Kyrgyz Chinese were taken as the research objects, 3 Chinese teachers as the experimental control group, 20 basic tone types were selected, single word, double character and single sentence were used as the recording samples, and the acoustic experiments and comparative analysis were carried out. This paper investigates the Chinese tone errors in the subjects, sums up their tone errors, and analyzes the causes of tone errors with the help of phonetics theory and second language acquisition theory, so as to give some suggestions for tone teaching. In order to provide a reference for Kyrgyz students to learn Chinese tone teaching and learning. There are five chapters in this paper: the first chapter introduces the background, significance, research ideas and methods. The second chapter is about the design and process of tone experiment, which is composed of 20 basic tone types, which are read and recorded by 30 middle school students in Kyrgyzstan and 3 Mandarin Chinese teachers, who are first class B, taking single word, double character and single sentence as recording samples. The pitch curve of each tone is divided into ten equal parts from the beginning to the end by using the Praat phonological analysis software, and the values of eleven fundamental frequency points are extracted. In the third chapter, with the help of SPSS software, the average T value of each tone is obtained by the method of five-degree normalization, and the pitch map and tone acoustics space of the control group and the subject group are plotted. The fifth degree pitch, standard deviation and pitch curve trend of the control group were compared, and the tone errors in single word, double word and single sentence were analyzed, and their tone error rules and characteristics were summarized. The tone bias of the subjects was mainly in tone field and tone type. Compared with the control group, the tonal field of the single word group in the subjects group showed the characteristics of "high and narrow", while that of the double-character group and the single-sentence group was "low and narrow". The error rate of single tone is low, the tone of double word and single sentence is influenced by the flow of words, the mishandling of tone change is not good, and the error is obvious. Among them, in single word group, the error rate of Yang level tone is the highest; in double character group, the highest error rate is the combination of the former word and the upper tone; the highest tone error rate in single sentence is the final tone and the upper tone, and the tone field is high, and the phenomenon of word stopping appears. The fourth chapter analyzes the causes of tone errors from the perspective of co-pronunciation theory, interlanguage hypothesis, comparative analysis and other theoretical perspectives to analyze the results of acoustic experiments and statistics, and analyze the causes of secondary school students' tone bias in primary level of Kyrgyz Chinese. In chapter 5, according to the types and causes of the students' tone errors, the author puts forward the targeted teaching strategies to improve the students' Chinese phonological features. The conclusion summarizes the characteristics and causes of Chinese tone errors in Kyrgyz middle school students, and points out the defects of this study and the places to be improved.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

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