本文選題：語音學(xué)習(xí)策略 + 語音錯誤�。� 參考：《南京大學(xué)》2012年碩士論文

【摘要】：隨著現(xiàn)代認知心理學(xué)對人類自身研究的不斷深入,第二語言學(xué)習(xí)者的學(xué)習(xí)策略研究已經(jīng)成為第二語言習(xí)得研究的一個重要組成部分。自21世紀以來,對外漢語學(xué)界對漢語作為第二語言的學(xué)習(xí)策略的研究成果相當(dāng)豐富,但針對韓國學(xué)生各階段語音表現(xiàn)的語音學(xué)習(xí)策略研究尚不多見。本文旨在了解韓國學(xué)生語音學(xué)習(xí)策略的使用情況,并探討韓國學(xué)生學(xué)習(xí)策略的使用對其漢語聲韻調(diào)發(fā)音錯誤頻次的影響。 本文首先回顧了學(xué)界關(guān)于韓漢語音對比、漢語作為第二語言的語音習(xí)得、漢語作為第二語言的學(xué)習(xí)策略的研究成果,為本文的研究理論與操作方法提供借鑒。本文根據(jù)Oxford(1990)制定的的語言學(xué)習(xí)策略量表(SILL),結(jié)合對外漢語教學(xué)界的有關(guān)學(xué)習(xí)策略、語音習(xí)得的研究論文,設(shè)計了面向韓國學(xué)生的語音學(xué)習(xí)策略調(diào)查問卷、漢語單字聲韻調(diào)朗讀測試表,隨機調(diào)查了初級漢語水平、中級漢語水平、高級漢語水平的韓國留學(xué)生各30名,問卷回收以后,對這90名被試的聲韻調(diào)錯誤頻次、語音學(xué)習(xí)策略使用情況進行統(tǒng)計,運用SPSS軟件使用描述統(tǒng)計、ANOVA方差分析和spearman相關(guān)等方法對數(shù)據(jù)進行進一步分析。 數(shù)據(jù)分析結(jié)果發(fā)現(xiàn),在語音學(xué)習(xí)策略的使用方面,90名韓國被試常用的語音學(xué)習(xí)策略由高到低依次為：情感策略、補償策略、元認知策略、認知策略、社會策略；在五大學(xué)習(xí)策略的使用方面,初級被試的使用頻率高于中高級被試；從各水平組來看,補償策略在初級水平組韓國學(xué)生的語音學(xué)習(xí)五大策略中位居第一,中高級水平組的韓國學(xué)生使用率最多的語音學(xué)習(xí)策略是補償策略和情感策略。 根據(jù)90名韓國被試朗讀漢語單字的情況,本文接下來統(tǒng)計分析了韓國學(xué)生漢語聲韻調(diào)發(fā)音錯誤情況。分析結(jié)果發(fā)現(xiàn),對于韓國學(xué)生來說,漢語聲母的發(fā)音難點在于zh、sh、ch、 r、z、l、j、c、f、x,韻母的發(fā)音錯誤主要分布在[u]類字(包括uang、un、uei)和[u]類字(包括iie、un、uan),在聲調(diào)方面,初級水平組的被試在第2聲的掌握情況較差,第 3聲則是各水平階段共同的發(fā)音難點。從各水平組的具體情況來看,韻母、聲調(diào)在各組之間沒有顯著差異,但初級水平組的聲母錯誤頻次與中高級組相比有顯著差異。通過漢語與韓語的語音對比可以看出,學(xué)習(xí)者母語的負遷移和兩個語言的語音差異是形成語音學(xué)習(xí)難點的主要原因。 論文在上述研究的基礎(chǔ)上進一步考查了語音面貌高分組和低分組在語音學(xué)習(xí)策略使用上的差異,數(shù)據(jù)分析結(jié)果發(fā)現(xiàn),高分組和低分組在補償策略的使用方面存在統(tǒng)計學(xué)意義上的顯著差異。此外,語音學(xué)習(xí)策略對聲、韻、調(diào)發(fā)音準確率的影響并不達到顯著差異補償策略上發(fā)現(xiàn)高分組和低分組之間存在統(tǒng)計學(xué)上的顯著性差異。方差分析的結(jié)果顯示,性別對語音學(xué)習(xí)策略的使用有一定的影響,90名被試中,語音面貌低分組的男生在學(xué)習(xí)策略使用方面要優(yōu)于女生。 論文最后總結(jié)了本次實證調(diào)查的研究結(jié)論,并提出對韓漢語語音教學(xué)必須要在語際對比分析的基礎(chǔ)突出教學(xué)難點,并進行針對性的強化練習(xí),同時教師要鼓勵學(xué)生使用恰當(dāng)?shù)膶W(xué)習(xí)策略,以改變韓國學(xué)生口語語音面貌較差的現(xiàn)狀。
[Abstract]:With the research of modern cognitive psychology of human beings deeply, the research of learning strategies of second language learners has become an important part of the study of second language acquisition. Since twenty-first Century, the research results of the foreign language school of Chinese as the second language learning strategies is quite rich, but the voice for Korean Students in each stage of speech performance the study of learning strategies is still rare. This paper aims to understand the learning strategies used by the voice of South Korean students, and to explore the influence of Korean students learning strategy use on the error frequency of Chinese phonetic pronunciation.
This paper first reviews the academic circles on the Korean and Chinese phonetic comparison, phonetic acquisition of Chinese as a second language, research of learning strategies of Chinese as a second language, to provide reference for the research on the theory and method of operation in this paper. Based on the Oxford (1990) to develop the language learning Strategy Scale (SILL), based on learning strategies the field of teaching Chinese as a foreign language, the study of phonetic acquisition, design oriented voice of Korean students learning strategy questionnaire, Chinese character phonetic reading test table, a random survey of primary Chinese level, intermediate level of Chinese, Chinese senior level Korean students each 30, questionnaires, 90 were on the frequency the phonetic errors, pronunciation learning strategies used by statistics, using the SPSS software, using descriptive statistics, analysis of variance and ANOVA Spearman correlation for further data Analysis.
The results of data analysis showed that in the speech the use of learning strategies, 90 Korean subjects used pronunciation learning strategies from high to low: affective strategies, compensation strategies, metacognitive strategies, cognitive strategies, social strategies; five in the use of learning strategies, the use of frequency test was higher than that in the early stage senior subjects; from the group level, compensation strategy speech at the junior level group of South Korean students learning strategies in five ranked first, high level group of Korean students use most pronunciation learning strategies are compensation strategies and affective strategies.
According to the 90 South Korean subjects read Chinese characters, then statistical analysis of South Korean students Chinese phonetic pronunciation errors. The analysis results showed that for Korean students, pronunciation difficulties Chinese initials is Zh, SH, CH, R, Z, l, J, C, F, x, vowel pronunciation the error is mainly distributed in the [u] class of words (including Uang, UN, UEI) and [u] words (including IIE, UN, UAN), in terms of tones, the primary level subjects in the second tones have poor article
3 is the common difficulties in pronunciation level. From the specific circumstances of each vowel level group, and there was no significant difference between the groups in the tone, but the initial error frequency of primary level group and senior group compared with significant differences. Through the comparison of Chinese and Korean speech can be seen, the difference of negative transfer of learners' speech the mother tongue and the two language is the main reason of the formation of speech learning difficulties.
Based on the above study further examined the phonetic features of high and low grouping differences in learning strategy use in speech, the results of data analysis showed that there were significant differences in statistics on the use of high and low achievers in compensation strategies. In addition, pronunciation learning strategies of sound, rhyme, tone pronunciation effect the rate does not reach significant difference statistically between high and low groups significantly different compensation strategies. The results of variance analysis showed that gender has a certain influence on the learning strategies used by speech, 90 subjects in low score boys pronunciation are better than the female in the use of learning strategies.
The thesis finally summarizes the research conclusion of this research, and put forward the basis of outstanding difficulties in teaching Chinese to Korean phonetic teaching must be analyzed in interlingual comparison, and to strengthen practice, at the same time, teachers should encourage students to use appropriate learning strategies, in order to change the status quo of Korean students' oral English pronunciation is poor.

【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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