本文選題：泰國 + 小學(xué)生��； 參考：《廣西師范大學(xué)》2012年碩士論文

【摘要】：隨著中泰兩國政治、經(jīng)濟(jì)等方面交往日益密切,泰國人民學(xué)習(xí)中文的熱情日益高漲,學(xué)習(xí)中文的人數(shù)逐年上升。 在教學(xué)規(guī)模增大的同時,漢語教學(xué)中的問題也突顯出來,漢語聲母教學(xué)便是其中之一。比如忽略了小學(xué)生本身二語習(xí)得的特點(diǎn),采用和成人語音教學(xué)一樣的方法,得到的教學(xué)效果不理想；很多教師沿用漢語拼音表中的聲母教學(xué)順序進(jìn)行教學(xué),這樣的順序不 -定符合小學(xué)生的習(xí)得順序,增加了學(xué)習(xí)的難度。本文在中介語理論、偏誤分析理論等理論的指導(dǎo)下,力求研究出一套適合泰國小學(xué)生的習(xí)得特點(diǎn)、有效的教學(xué)方法。本文首先制作語音測試表、選取被測試學(xué)生,對泰國小學(xué)生的聲母發(fā)音進(jìn)行測試,通過對測試樣本進(jìn)行聽辨分析,對泰國小學(xué)生漢語各個聲母發(fā)音的偏誤形式和偏誤率進(jìn)行了統(tǒng)計(jì),根據(jù)偏誤率并參考漢泰聲母的同異列出了漢語聲母的難度等級：m、nb、P、 f、d、t、g、l、hk、z、c、s、zh、x、r、shj、chq、c,根據(jù)難度等級我們可以了解泰國小學(xué)生習(xí)得漢語各個聲母時的難度,并可以一定程度上了解其漢語聲母的習(xí)得順序。 本人總結(jié)了偏誤發(fā)生的規(guī)律,發(fā)現(xiàn)了學(xué)生容易發(fā)生偏誤的地方：一、平舌音和翹舌音容易互相混淆；二、塞擦音和擦音發(fā)音時偏誤率較高；三、清濁對立的音位偏誤較高；學(xué)生容易將送氣聲母發(fā)成不送氣聲母。了解了偏誤規(guī)律,在教學(xué)時加以注意,可以有效減少偏誤的發(fā)生。 雖然聲母的偏誤形式很復(fù)雜,但是對偏誤原因進(jìn)行總結(jié)發(fā)現(xiàn),偏誤的原因是有規(guī)律可循的,總結(jié)如下：一、母語負(fù)遷移、母語代替的學(xué)習(xí)策略導(dǎo)致產(chǎn)生偏誤；二、目的語規(guī)則掌握不全、泛化代替產(chǎn)生偏誤；三、目的語的規(guī)則掌握不準(zhǔn),出現(xiàn)“中間音”；四、學(xué)習(xí)者的個體音素也會導(dǎo)致偏誤的發(fā)生,比如學(xué)習(xí)的動機(jī)等。 在前人對泰國小學(xué)生漢語聲母偏誤與教學(xué)的研究中,沒有分析小學(xué)生在二語習(xí)得的特點(diǎn),不了解小學(xué)生二語習(xí)得的優(yōu)劣勢就沒有辦法研究出針對小學(xué)生的有效的教學(xué)方法。本人在研究中,考慮到了小學(xué)生二語習(xí)得的優(yōu)劣勢,并對其進(jìn)行總結(jié),比如,小學(xué)生短期機(jī)械記憶的能力較強(qiáng),但是長期記憶的能力較差；小學(xué)生注意力不容易長時間集中;抽象思維不強(qiáng)導(dǎo)致語言規(guī)則的理解能力較差等。 根據(jù)這些特點(diǎn)提出了相應(yīng)的教學(xué)策略,以便指導(dǎo)有針對性的教學(xué)方法的提出。教學(xué)策略總結(jié)如下：采用視聽法形象地進(jìn)行教學(xué)；采用全身反應(yīng)法、團(tuán)體語言學(xué)習(xí)法增強(qiáng)學(xué)習(xí)效果；采用直接法直觀演示發(fā)音規(guī)則。在這些教學(xué)策略的影響下,研究出了適合小學(xué)生的教學(xué)方法,如圖畫法展示法、手勢法、蠟燭法等等。 根據(jù)漢語聲母難度等級和小學(xué)生二語習(xí)得的特點(diǎn),列出了適合泰國小學(xué)生的漢語聲母教學(xué)順序,將聲母分成四組,按順序進(jìn)行教學(xué)：第一組：m、n、1；第二組：b/p、d/t、 g/k;第三組：f、s、h、x、sh、r;第四組：z/c、zh/ch、j/q。 在教學(xué)方法的研究中,充分考慮到了對偏誤原因的總結(jié),比如學(xué)生容易將送氣音讀為不送氣音,教學(xué)時用“蠟燭法”專門對送氣和不送氣聲母進(jìn)行辨析教學(xué)：學(xué)生容易將平翹舌音相互混淆,教學(xué)時用“圖示法”將兩組聲母進(jìn)行對比教學(xué)。另外,根據(jù)偏誤分析結(jié)果,將聲母和其每個偏誤形式進(jìn)行辨析教學(xué),力求最大程度減少偏誤的發(fā)生。 在前人的漢語語音研究中,一般是對漢語拼音聲、韻、調(diào)三部分全部進(jìn)行分析,沒有對漢語聲母專門的、全面的研究;一些對漢語聲母進(jìn)行專門的研究也不是很全面,有的只研究漢語聲母偏誤,有的只研究漢語聲母的教學(xué)策略,本文從語音測試、偏誤結(jié)果統(tǒng)計(jì)、偏誤原因分析到教學(xué)策略、方法的提出進(jìn)行了全面細(xì)致地研究。 另外,前人對小學(xué)生的漢語語音研究也沒有分析小學(xué)生二語習(xí)得的特點(diǎn),這樣提出的教學(xué)方法就不一定適應(yīng)小學(xué)生二語習(xí)得的規(guī)律,影響學(xué)習(xí)效果。本人細(xì)致分析了小學(xué)生二語習(xí)得的優(yōu)劣勢,并根據(jù)這些優(yōu)劣勢提出教學(xué)策略,在教學(xué)策略的指導(dǎo)下提出細(xì)致、有效的教學(xué)方法,將會很大程度上加強(qiáng)泰國小學(xué)生漢語聲母學(xué)習(xí)的效果。
[Abstract]:With the increasing political and economic exchanges between China and Thailand , the enthusiasm of the Thai people to learn Chinese is increasing and the number of Chinese students has increased year by year .

At the same time , the problems in Chinese teaching are also highlighted in the increase of teaching scale , which is one of them . For example , it ignores the characteristics of the second language acquisition of elementary school students , and adopts the same method as adult voice teaching , so that the teaching effect is not ideal ;
Many teachers teach in the order of mother - mother teaching in the Chinese phonetic alphabet , which does not

On the basis of the theory of intermediate language and the theory of error analysis , this paper tries to find out a set of teaching methods which are suitable for students in Thailand .

I summarize the law of the occurrence of bias , and find that the place where students are prone to mistakes is : Firstly , the tongue and the tongue are easily confused with each other ;
secondly , the error rate is higher when the fricatives and the fricatives are pronounced ;
thirdly , the pitch deviation of the clear and turbid opposition is higher ;
It is easy for students to send the mother - to - gas to the non - air - sending mother . Understand the law of bias , pay attention in teaching , and can effectively reduce the occurrence of bias .

Although the wrong form of the sound mother is very complex , it is found that the cause of the bias is regular , and the conclusion is as follows : First , the negative transfer of the mother tongue and the learning strategy replaced by the mother tongue result in the bias ;
Second , the target language rule is incomplete , and the generalization replaces the generation of bias ;
Thirdly , the rules of the target language are uncertain , and the " middle tone " appears ;
Fourthly , the individual phoneme of the learner can also lead to the occurrence of errors , such as the motivation of learning and so on .

In this study , the author does not know the characteristics of pupils in the second language acquisition , and does not know the advantages and disadvantages of the second language acquisition of the pupils . In the study , the author takes into account the advantages and disadvantages of the second language acquisition and summarizes them , for example , the ability of the short - term mechanical memory of the pupil is strong , but the ability of long - term memory is poor ;
The attention of pupils is not easy to focus for a long time ; the lack of abstract thinking leads to poor understanding of language rules and so on .

According to these characteristics , the corresponding teaching strategies are put forward in order to guide the proposed teaching method . The teaching strategies are summarized as follows : the teaching is carried out in the image of audio - visual method ;
The whole body reaction method and group language learning method are adopted to enhance the learning effect ;
The direct method is used to directly demonstrate the pronunciation rules . Under the influence of these teaching strategies , the teaching methods suitable for pupils are studied , such as drawing method display method , gesture method , candle method , etc .

According to the characteristics of the difficulty level and the second language acquisition of Chinese students , this paper lists the teaching sequence of Chinese phonetic alphabet suitable for students in Thailand , and divides the sound mother into four groups , which are divided into four groups according to the order : the first group : m , n , 1 ;
Group 2 : b / p , d / t , g / k ; Group 3 : f , s , h , x , sh , r ; Group 4 : z / c , en / ch , j / q .

In the study of the teaching method , the author takes fully into account the summary of the causes of the bias , such as the students are easy to read the air to the air , and the candle method is used to distinguish between the two groups of initials . In addition , according to the result of the analysis of the bias , the mother and each of them are analyzed and analyzed to the maximum extent .

In the Chinese speech study of the former , it is generally analyzed that the Chinese phonetic alphabet , rhyme and tone are all analyzed , and there is no special and comprehensive study of the Chinese sound mother . Some special research on the Chinese phonetic alphabet is not comprehensive , and only the teaching strategies of the Chinese sound mother are studied . The paper makes a comprehensive and detailed study on the teaching strategies and methods from the analysis of the pronunciation test , the error result statistics , the error cause analysis to the teaching strategies and methods .

In addition , the former has not analyzed the characteristics of the second language acquisition of the primary school students , so the proposed teaching method does not necessarily adapt to the rules of the second language acquisition and influences the learning effect . In this way , the author analyses the advantages and disadvantages of the second language acquisition and puts forward the teaching strategies according to these advantages and disadvantages .

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195.3

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