本文選題：聲母偏誤 + 發(fā)音部位　； 參考：《學(xué)前教育研究》2016年05期

【摘要】：學(xué)齡前兒童口頭語言的表現(xiàn)對于其未來的語言能力具有重要的預(yù)測作用。本研究通過對20個2~5歲的兒童的對話訪談,對學(xué)齡前兒童聲母偏誤的實際情況和影響因素進(jìn)行實證分析,結(jié)果發(fā)現(xiàn)學(xué)齡前兒童聲母的發(fā)音部位的偏誤比發(fā)音方法的偏誤更多;聲母偏誤的后移最多,塞音化明顯;男童比女童在發(fā)音部位和發(fā)音方法上都產(chǎn)生了更多的偏誤;不同年齡段的兒童在發(fā)音方法上存在明顯差異;隨著年齡的增長,女童的發(fā)音偏誤沒有發(fā)生很大變化,但是男童的發(fā)音方法隨著年齡的增長出現(xiàn)了較明顯的進(jìn)步。究其原因主要在于學(xué)齡前兒童發(fā)音器官發(fā)育不完全,神經(jīng)系統(tǒng)尚未成熟,不能正確掌握聲母的發(fā)音部位與方法,加上聲母數(shù)量多、發(fā)音難,也影響了學(xué)齡前兒童的聲母發(fā)音正確率。此外,學(xué)齡前兒童由于好模仿的天性,在積極發(fā)音的過程中方法掌握不當(dāng),導(dǎo)致聲母發(fā)音后移和塞音化明顯。這說明學(xué)齡前兒童發(fā)音不得要領(lǐng),基本遵循言語表達(dá)的經(jīng)濟(jì)性原則。家長和教師應(yīng)正確認(rèn)識并寬容學(xué)齡前兒童的發(fā)音錯誤,同時采取反復(fù)操練和正確示范的方法幫助學(xué)齡前兒童掌握正確的發(fā)音部位與方法,促進(jìn)其語言能力的提升。
[Abstract]:The performance of preschool children's oral language plays an important role in predicting their language ability in the future. This study conducted an empirical analysis of the actual situation and influencing factors of phonetic errors among 20 children aged 2 to 5 years old. The results showed that the errors of the initial phonetic sites of preschool children were more than those of pronunciation methods. The phonetic errors of boys and girls have more errors than girls. There are significant differences in pronunciation methods among children of different age groups; with the increase of age, there are significant differences in pronunciation methods between children of different ages, and with the increase of age, there are significant differences in pronunciation methods among children of different ages, and there are significant differences in pronunciation methods among children of different ages. Girls' pronunciation errors did not change significantly, but boys' pronunciation methods improved significantly with age. The main reasons are that the speech organs of preschool children are not fully developed, the nervous system is not yet mature, and they can not correctly master the location and method of pronunciation of the consonants. Besides, the number of initials is so large that it is difficult to pronounce. It also affected the correct rate of consonant pronunciation in preschool children. In addition, preschool children, due to their imitative nature, do not master the method properly in the process of active pronunciation, which leads to the phonetic backward movement and choking of the initials. This shows that preschool children pronunciation is not essential, basically follow the economic principle of speech expression. Parents and teachers should correctly understand and tolerate the pronunciation errors of preschool children. At the same time, the methods of repeated practice and correct demonstration should be adopted to help preschool children master the correct pronunciation position and method, and to promote their language ability.
【作者單位】： 北京師范大學(xué)文學(xué)院語文教育研究所;
【基金】：國家社科基金項目“基礎(chǔ)教育階段流動兒童學(xué)業(yè)水平現(xiàn)狀及其影響因素探究”(批準(zhǔn)號:13CSH072)
【分類號】：G613.2

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