本文選題：語音偏誤類型 + 偏誤原因��； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：筆者在韓國教學(xué)的實(shí)踐過程中,通過收集兩年間高中生的漢語測(cè)試結(jié)果,分析歸納出韓國高中生學(xué)習(xí)漢語語音時(shí)常出現(xiàn)的偏誤類型,分析了產(chǎn)生這些偏誤的具體原因,在此基礎(chǔ)上為對(duì)外漢語教師與學(xué)習(xí)漢語的韓國學(xué)生提出了一些針對(duì)性的教學(xué)、學(xué)習(xí)方法和建議。本文總共四部分,主要內(nèi)容如下:第一部分為緒論。首先結(jié)合當(dāng)下韓國漢語教學(xué)的現(xiàn)狀說明選題目的及現(xiàn)實(shí)意義,然后對(duì)語音偏誤的研究和語音偏誤對(duì)策的研究進(jìn)行總體的綜述分析,最后闡明本文是在收集兩學(xué)年間京畿觀光高中生漢語測(cè)驗(yàn)和平時(shí)對(duì)學(xué)生漢語學(xué)習(xí)情況觀察的結(jié)果,結(jié)合在韓國的培訓(xùn)課程、與教授、漢語老師們的研討心得的基礎(chǔ)上進(jìn)行分析,得以完成本文的內(nèi)容。第二部分是以收集的測(cè)試題和平時(shí)作業(yè)所反映出的偏誤問題為實(shí)例,總體歸納出韓國學(xué)生學(xué)習(xí)漢語語音時(shí)常出現(xiàn)的四種偏誤類型,“模棱兩可”分不清、“舊情難忘”誤發(fā)為母語中的音、“丟三落四”發(fā)音動(dòng)程不到位以及“四音不全”調(diào)值不準(zhǔn)問題�！澳＠鈨煽伞钡陌l(fā)音有唇齒音f和雙唇音p、舌面音j/q/x、舌尖音z/c/s和zh/ch/sh;“舊情難忘”的發(fā)音有舌尖后音r、單韻母ü、元音e和詞語尾音連讀;“丟三落四”分音長(zhǎng)過短和發(fā)音動(dòng)程不連貫兩種情況;“四音不全”是專門針對(duì)四聲的分析。第三部分結(jié)合上述偏誤以及漢語和韓語兩種語音系統(tǒng)的特點(diǎn)與聯(lián)系,分析總結(jié)出典型的兩類產(chǎn)生偏誤的原因,母語的影響和教師發(fā)音的錯(cuò)誤示范與自編教材的誤導(dǎo),其中母語的影響中包括缺乏漢語的發(fā)音習(xí)慣和有相似發(fā)音的負(fù)遷移。第四部分從教學(xué)模式和具體方法兩方面闡述了應(yīng)對(duì)上述語音偏誤的策略,在協(xié)同教學(xué)模式方面應(yīng)該做到教學(xué)分工明確、創(chuàng)新教學(xué)方法以及加強(qiáng)溝通和模切配合;在具體方法方面,按照教學(xué)順序分為教學(xué)、練習(xí)和糾正三方面的方法。其中應(yīng)對(duì)偏誤的教學(xué)方法有示范法、道具法、順聯(lián)法、對(duì)比法和情境法;練習(xí)方法有發(fā)音對(duì)比法、繞口令法和四聲詞法;糾正方法有歌曲糾正法、趣味卡片法和聲音聯(lián)想法。
[Abstract]:In the course of the practice of teaching in Korea, by collecting the results of Chinese test for two years, the author analyzes and summarizes the types of errors often occurring in Korean high school students' learning Chinese phonetics, and analyzes the specific reasons for these errors. On the basis of this, some aim is put forward for the teachers of Chinese as a foreign language and the Korean students learning Chinese. The main contents of this article are as follows: the first part is the following four parts: the first part is the introduction. Firstly, it explains the purpose and the practical significance of the present situation of Korean Chinese teaching, and then makes a summary and analysis of the research of the phonetic errors and the research of the phonetic error countermeasures. Finally, it is clarified that this article is collecting two. The results of the Chinese test of the Gyeonggi high school students and the observation of the students' Chinese learning in peacetime were analyzed on the basis of the training course in Korea, with the professors and the Chinese teachers, and the second part was the errors reflected by the test questions and the normal homework. There are four types of errors that Korean students often have to learn Chinese phonetics. "Ambiguous" is not clear. "Unforgettable old feelings" are mistaken in the mother tongue. The pronunciation of "lost three and a four" is not in place and the "four tone is not complete" is not allowed. The pronunciation of "model prismatic two" has a labial sound F and a double lip P, a tongue surface. Sound j/q/x, tongue tip sound z/c/s and zh/ch/sh; "unforgettable" pronunciation has the tip of the tongue R, the single rhyme mother u, the vowel e and the end of the word read; "lose three and fall" length too short and articulatory range incoherent two cases; "four tone incomplete" is specially aimed at four sound analysis. The third part is combined with the above errors and Chinese and Korean two languages. The characteristics and connections of the phonetic system, analysis and summary of the two typical causes of errors, the influence of the mother tongue and the misleading of the teacher's pronunciation, and the misleading of the self compiled textbooks, among which the influence of the mother tongue includes the lack of Chinese pronunciation habits and the negative transfer of similar pronunciation. The fourth parts are expounded from two aspects of teaching mode and specific methods. In response to the above-mentioned phonetic errors, we should make clear division of division of labor, innovate teaching methods and strengthen the coordination of communication and die cutting in the cooperative teaching mode. In the concrete methods, the teaching methods should be divided into teaching, practice and Jiu Zhengsan's methods. Contrast method and situational method; practice method has pronunciation contrast method, tongue twister method and four voice morphology; correction methods include song correction method, interesting card method and voice association method.

【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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本文編號(hào)：1864666