本文選題：尼泊爾 + 語音��； 參考：《河北大學(xué)》2012年碩士論文

【摘要】：隨著中國(guó)經(jīng)濟(jì)的飛速發(fā)展，國(guó)際地位的不斷提高，全球掀起一股“漢語熱”，而且不斷升溫，對(duì)外漢語教學(xué)事業(yè)也飛速發(fā)展。尼泊爾的對(duì)外漢語教學(xué)雖然起步較晚，卻正在朝著更加規(guī)范和完善的方向發(fā)展。尼泊爾的漢語教學(xué)對(duì)象大多是零起點(diǎn)的中小學(xué)生，其中又以小學(xué)生為主體，作為對(duì)外漢語教學(xué)的起始階段，我們要重點(diǎn)培養(yǎng)尼泊爾中小學(xué)生正確的語音能力，為以后能說規(guī)范、正確的漢語打下堅(jiān)實(shí)基礎(chǔ)。 對(duì)外漢語教學(xué)領(lǐng)域中針對(duì)尼泊爾學(xué)生學(xué)習(xí)漢語偏誤研究起步較晚，有關(guān)尼泊爾語音偏誤的研究也相對(duì)較少。本人曾在尼泊爾加德滿都擔(dān)任漢語教師，在教學(xué)以及在與其它漢語老師交流探討過程中發(fā)現(xiàn)尼泊爾漢語語音教學(xué)是有規(guī)律可循的。本文主要針對(duì)尼泊爾中小學(xué)生學(xué)習(xí)語音方面的偏誤進(jìn)行分析，集中分析了尼泊爾學(xué)生在漢語學(xué)習(xí)時(shí)聲母中舌尖前、舌尖后、舌面音的偏誤，送氣音和不送氣音的偏誤，，唇齒清擦音和雙唇音的偏誤，舌根清擦音h的發(fā)音偏誤，舌尖后濁擦音r的發(fā)音偏誤；韻母中舌面后半高圓唇元音o的發(fā)音偏誤、舌面后半高不圓唇元音e的發(fā)音偏誤、舌面前高圓唇元音ü的發(fā)音偏誤、卷舌央中不圓唇元音er的偏誤；《漢語拼音方案》中有關(guān)z、c、s、zh、ch、sh、r后面的-i拼寫規(guī)則造成的偏誤，j、q、x和零聲母y后面的u的拼寫規(guī)則引起的偏誤，iou、uei、uen省寫造成的偏誤；漢語聲調(diào)的偏誤；語流音變中兒化和輕聲出現(xiàn)的偏誤。探討造成這些偏誤的原因，并提出了一些尼泊爾漢語語音教學(xué)的策略和方法，這些策略和方法大多是筆者和其他志愿者老師在具體教學(xué)中總結(jié)出來的，希望對(duì)尼泊爾漢語教學(xué)持續(xù)發(fā)展有所幫助。
[Abstract]:With the rapid development of Chinese economy and the continuous improvement of international status, there is a "Chinese fever" around the world, and the cause of teaching Chinese as a foreign language is also developing rapidly. Although the teaching of Chinese as a foreign language in Nepal started late, it is developing towards more standardization and perfection. Most of the Chinese teaching objects in Nepal are primary and middle school students with zero starting point. Among them, primary school students are the main body. As the initial stage of teaching Chinese as a foreign language, we should focus on training Nepalese primary and middle school students' correct phonetic ability, so as to be able to say the norm in the future. Lay a solid foundation for correct Chinese. In the field of teaching Chinese as a foreign language, the study of Nepalese students' learning errors of Chinese language started late, and the study of Nepalese phonetic errors was relatively few. I used to be a Chinese teacher in Kathmandu, Nepal. In the course of teaching and discussing with other Chinese teachers, I found that the teaching of Nepalese Chinese pronunciation is regular. This paper focuses on the analysis of the phonological errors of Nepalese primary and middle school students, focusing on the errors in front of tongue tip and behind tongue tip in the initial consonant of Nepalese students in learning Chinese. The deviation of lip and double lip, the pronunciation error of tongue root tone h, the pronunciation error of tongue tip turbid erasure r, the pronunciation error of the vowel o at the back of the tongue surface and the pronunciation error of the vowel e at the back of the tongue surface, the error in the pronunciation of the vowel o of the round lip at the back of the vowel in the vowel of the vowel. In front of the tongue, the vowels of the high round lips were mispronounced, The error caused by the -i spelling rules behind zhanczcszhuchanshang r and the spelling rule of the u after the zero initials y; the error caused by the spelling rules of iougueiuen province; the error of the tone of Chinese; the error caused by the spelling of the vowel er of the unrounded lip in the center of the tongue; the error of the tone of the Chinese language; the error caused by the spelling rules of the -i after the zhanczcszhuchan; and the error caused by the spelling rules of the u after the zero consonant y; The errors in phoneticization and soft voice in the flow of speech. This paper probes into the causes of these errors, and puts forward some strategies and methods for the teaching of Nepalese Chinese pronunciation. Most of these strategies and methods are summed up by the author and other volunteer teachers in specific teaching. I hope it will be helpful to the sustainable development of Chinese teaching in Nepal.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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本文編號(hào)：1841045