發(fā)布時間：2018-04-03 16:00

  本文選題：英語官方語　切入點：聲調　出處：《山東大學》2017年碩士論文

【摘要】：漢語是聲調語言,英語是語調語言。聲調在漢語中具有區(qū)別意義的作用,如"李"和"力",二者具有相同的聲母和韻母,但是聲調不同,意義不同。語調語言中單詞沒有固定聲調,但是句末會依靠降調和升調區(qū)分意義。來自英語國家的留學生在學習漢語時普遍認為聲調最難掌握,很多學生甚至學了幾年漢語依然存在聲調問題。英語國家包括以英語為母語的國家,如美國、澳大利亞,還包括以英語為官方語言的國家,如贊比亞、坦桑尼亞等。本文僅以贊比亞、牙買加、加納等英語官方語國家的留學生為研究對象,通過聲調聽辨實驗和聲調發(fā)音實驗,全面考察初級階段漢語學習者的聲調習得情況。全文共分為六個部分。第一部分,緒論。介紹了本文的選題緣由和意義�？偨Y了前人對聲調本體的研究、英語之外的語言背景的學習者聲調習得研究、專門針對英語國家漢語學習者的聲調習得研究。主要圍繞聲調感知和聲調產(chǎn)出兩個方面展開敘述。最后提出了本文所要研究的問題。第二部分,聲調習得實驗設計與實施。設計部分介紹了實驗對象、實驗方法、實驗材料、實驗時間的選取。實施部分敘述了聲調習得實驗的具體操作。包括問卷的編制、實驗實施過程和后期數(shù)據(jù)處理方法。第三部分,聲調聽辨實驗結果分析。統(tǒng)計并分析了學習者聽辨單字調、雙字調、三字調的偏誤率和偏誤類型。對比了三種音節(jié)環(huán)境下學習者的聲調聽辨表現(xiàn),發(fā)現(xiàn)聽辨偏誤率隨音節(jié)個數(shù)的增加而增加,聽辨偏誤類型也存在一定程度的一致性,即在單字中易出現(xiàn)的偏誤類型在雙字中也易出現(xiàn)。第四部分,聲調發(fā)音實驗結果分析。統(tǒng)計并分析了學習者產(chǎn)出單字調和雙字調的偏誤率、偏誤類型、聲學表現(xiàn)、母語者對其發(fā)音標準度的評分。對比了兩種音節(jié)環(huán)境下學習者的發(fā)音情況,發(fā)現(xiàn)雙字調中的前字調偏誤率與單字調相比,四個聲調的偏誤率均有所上升。但是后字調較為復雜,上聲的偏誤率相比于單字調甚至有所下降。學習者不僅存在調類上的偏誤,調域偏誤也很嚴重。最后著重對比分析了學習者的聽辨結果與發(fā)音結果,發(fā)現(xiàn)二者具有一定程度的相關性,即易被聽錯的聲調更易被讀錯。第五部分,針對英語官方語國家漢語學習者的聲調教學建議。主要的教學建議有:漢語學習的初級階段應重視聲調的語音輸入,多做聽辨練習;安排聲調發(fā)音練習的等級順序;強化學習者的調域意識;利用Praat語音軟件輔助教學。第六部分,結語。梳理了聲調聽辨實驗和發(fā)音實驗得出的結論,與前人研究進行了比較,總結出本文的創(chuàng)新性及研究價值,并提出了本研究的不足與展望。本次聲調習得的實驗研究改善了贊比亞、牙買加等英語官方語國家學生漢語聲調習得研究近乎空白的局面。文章最后提出的教學建議能夠用來指導針對贊比亞等國漢語學習者的聲調教學,預測學習者可能出現(xiàn)的偏誤,糾正學習者的聲調發(fā)音問題。
[Abstract]:Chinese is tone language, English is intonation language.Tones play a distinct role in Chinese, such as Li and Li, which have the same initials and vowels, but different tones and different meanings.Intonation language words do not have a fixed tone, but the sentence will rely on the tone of descent and rising to distinguish the meaning.Students from English-speaking countries generally think that tone is the most difficult to master when learning Chinese. Many students even learn Chinese for several years and still have tone problems.English-speaking countries include native speakers such as the United States, Australia, as well as English-speaking countries such as Zambia, Tanzania, etc.This paper takes the students from the official English speaking countries such as Zambia, Jamaica and Ghana as the research objects, and through the tone listening experiment and the tone pronunciation experiment, the author makes a comprehensive study of the tone acquisition of Chinese learners in the primary stage.The full text is divided into six parts.The first part, introduction.The reason and significance of this paper are introduced.This paper summarizes the previous studies on tone ontology, the study on tone acquisition of learners with language background other than English, and the study on tone acquisition of Chinese learners in English countries.Mainly focusing on tone perception and tone production two aspects of the narrative.Finally, the problems to be studied in this paper are put forward.The second part is the design and implementation of tone acquisition experiment.The design part introduces the experiment object, the experiment method, the experiment material, the experiment time selection.The implementation part describes the specific operation of the tone acquisition experiment.Including the preparation of the questionnaire, the implementation of the experiment and later data processing methods.The third part is the analysis of the experimental results of tone audition.The error rate and error types of single tone, double tone and three tone are statistically analyzed.By comparing the tone listening performance of learners in three syllable environments, it is found that the hearing error rate increases with the increase of the number of syllables, and there is a certain degree of consistency in the types of hearing discrimination errors.Even the type of errors that are easy to appear in a word is also easy to appear in a double word.The fourth part, the tone pronunciation experiment result analysis.The error rate, error type, acoustical performance and the scores of native speakers on the pronunciation standard of single word and double tone produced by learners were statistically analyzed.By comparing the pronunciation of the learners in two syllable environments, it is found that the error rate of the front tone in the double tone is higher than that of the single tone, and the error rate of the four tones is higher than that of the single tone.However, the latter tone is more complex, and the error rate of upper tone is even lower than that of single tone.Learners have not only errors in tone categories, but also very serious errors in tone domain.Finally, by comparing the results of listening and pronunciation of learners, it is found that there is a certain degree of correlation between them, that is, the tone which is easy to be misheard is more likely to be misread.In the fifth part, the author gives some advice on tone teaching for Chinese learners in official English language countries.The main teaching suggestions are as follows: in the primary stage of Chinese learning, we should pay more attention to tone input, do more listening exercises, arrange the rank order of tone pronunciation exercises, strengthen learners' awareness of tone domain, and use Praat phonetic software to assist teaching.The sixth part, conclusion.This paper combs the conclusions of tone audition experiment and pronunciation experiment, compares them with previous studies, sums up the innovation and research value of this paper, and puts forward the shortcomings and prospects of this study.The experimental study of tone acquisition has improved the situation of Chinese tone acquisition of students in official English speaking countries such as Zambia and Jamaica.Finally, the teaching suggestions can be used to guide the tone teaching of Chinese learners in Zambia and other countries, to predict the errors that may occur to the learners and to correct the pronunciation problems of the learners.
【學位授予單位】：山東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H195.3

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