本文選題：保加利亞語 + 漢語��； 參考：《西安外國語大學(xué)》2012年碩士論文

【摘要】：保加利亞共和國是位于歐洲東南巴爾干半島中部的一個古老的國家，被人們譽為“玫瑰之都”。保加利亞語為印歐語系下的斯拉夫語族南支，是保加利亞的官方語言，使用者主要集中在巴爾干半島、保加利亞及其周邊地區(qū)，包括希臘、羅馬尼亞、匈牙利、摩爾達維亞和烏克蘭部分地區(qū)。近年來，隨著兩國政治友好的深入，兩國文化語言的交流也越來越廣泛。保加利亞漢語教學(xué)事業(yè)也得到了蓬勃發(fā)展，保國社會各行各業(yè)學(xué)習(xí)漢語的人數(shù)逐年增加，將漢語作為第二語言的學(xué)生也日益增多。 對于第二語言的學(xué)習(xí)者來說，語音階段的學(xué)習(xí)是必不可少的。對語音掌握的好壞，會直接影響學(xué)習(xí)者能否有效地運用漢語進行交際。所以，在對外漢語教學(xué)中，語音教學(xué)是一個重要環(huán)節(jié)，是今后語言深入學(xué)習(xí)的基礎(chǔ)。保加利亞語與漢語在語音方面，既有相似之處，又有相異之處。 本文著重對保加利亞語和漢語的語音進行對比闡述，分析兩者的異同。由于第二語言學(xué)習(xí)者在學(xué)習(xí)漢語語音時，不自覺地受到母語的影響，產(chǎn)生各種各樣的偏誤。因此，怎樣盡可能克服保語的影響，掌握清晰準(zhǔn)確的漢語發(fā)音，顯得尤為重要。本文將結(jié)合保加利亞學(xué)生學(xué)習(xí)漢語語音時經(jīng)常出現(xiàn)的問題，進行具體分析，總結(jié)學(xué)習(xí)漢語語音的經(jīng)驗，并對今后保加利亞的漢語語音教學(xué)，提出行之有效的教學(xué)策略。 本文主體一共由五個章節(jié)組成。 第一章介紹并探討了二語習(xí)得相關(guān)理論對對外漢語語音習(xí)得研究的影響。 第二章對比分析了漢語語音系統(tǒng)與保語語音系統(tǒng)的異同。主要從三個方面來陳述： 1.保語語音概述。分別介紹了保語的字母、元音和輔音、無音字母、音節(jié)與重音等。 2.漢語語音概述。分別介紹了漢語的語音特點、元音與輔音、拼音與聲調(diào)。并對聲母、韻母、聲調(diào)做了進一步介紹。 3.保漢語音系統(tǒng)的對比分析。以表格的形式，重點從三個方面，進行比較分析，總結(jié)二者的異同。 A.輔音系統(tǒng)的對比：首先進行整體性的對比分析，其次進行具體語音對比分析。以漢語語音系統(tǒng)為主體，將保語中與漢語相同或相似的音逐個進行對比。具體分析的目的是要歸納保漢語音中輔音的異同，以此總結(jié)保加利亞學(xué)生在學(xué)習(xí)漢語輔音時的難點。 B.元音系統(tǒng)的對比：首先進行整體性的對比分析，其次進行具體的對比分析，之后歸納保漢元音的異同，總結(jié)出保加利亞學(xué)生學(xué)習(xí)漢語元音的難點。在此基礎(chǔ)上，針對學(xué)生元音學(xué)習(xí)的難點，本文也逐一提出了解決方法。 C.保語重音與漢語聲調(diào)的對比：保語的詞匯都有重音。很多詞的詞義取決于重音。保語詞重音的特點是動力重音，即：保語的重音是由在重讀音節(jié)上用較大呼氣、氣流和更大的緊張程度構(gòu)成的。而且重音不固定，它不總是落在一個固定的音節(jié)上。漢語是有聲調(diào)的語言，聲調(diào)對漢語極其重要。其特征主要體現(xiàn)在了音節(jié)上，是音節(jié)內(nèi)的有區(qū)別意義作用的相對音高。對于母語是非聲調(diào)語言的保加利亞學(xué)生來說，掌握漢語的聲調(diào)是重中之重。 第三章辨析了保加利亞漢語學(xué)習(xí)者語音習(xí)得偏誤。主要包括將漢語作為第二語言的保加利亞漢語學(xué)習(xí)者在學(xué)習(xí)漢語語音時經(jīng)常出現(xiàn)的問題，如聲母偏誤、韻母偏誤、聲調(diào)偏誤等。 第四章側(cè)重研究保加利亞漢語學(xué)習(xí)者在學(xué)習(xí)漢語時產(chǎn)生聲、韻、調(diào)等偏誤的原因。本文從六個方面進行分析，包括學(xué)習(xí)者母語的負遷移、目的語知識的負遷移、《漢語拼音方案》引起的偏誤、教材的不足以及教師的影響、學(xué)習(xí)者的學(xué)習(xí)動機和學(xué)習(xí)策略以及學(xué)習(xí)環(huán)境的影響等。 第五章對保加利亞漢語學(xué)習(xí)者的漢語語音教學(xué)提出了建議，分別從聲母、韻母和聲調(diào)教學(xué)三方面給出相關(guān)教學(xué)方面的策略。
[Abstract]:The Republic of Bulgaria is an ancient country in the central part of the Balkan Peninsula in Southeast Europe. It is known as the "capital of roses". Bulgaria is the southern branch of the Slavic language family under the Indo European language family. It is the official language of Bulgaria. The speakers are mainly concentrated in the Balkan half, Bulgaria and its surrounding areas, including Greece. Mania, Hungary, moordavia and some parts of Ukraine. In recent years, with the deepening of the political friendship between the two countries, the exchange of cultural language between the two countries is becoming more and more extensive. The Chinese language teaching in Bulgaria has also developed rapidly. The number of Chinese in all walks of life is increasing year by year, and Chinese is the second language student. It is also increasing.
For the second language learners, the study of the phonetic stage is essential. The quality of the phonetic mastery will directly affect the learners' ability to communicate effectively in Chinese. Therefore, in the teaching of Chinese as a foreign language, phonetic teaching is an important link, and it is the basis for further study in the future. Bulgarian and Chinese are in language. On the aspect of sound, there are similarities and differences.
This article focuses on the comparison and analysis of the phonetics of Bulgarian and Chinese, and analyzes the similarities and differences between the two. Because the second language learners are unconsciously influenced by their mother tongue when they are learning Chinese phonetics, they produce a variety of errors. Therefore, how to overcome the influence of the language and grasp the clear and accurate pronunciation of Chinese is particularly important. This article will combine the problems that the Bulgarian students learn Chinese pronunciation often, make a specific analysis, sum up the experience of learning Chinese phonetics, and put forward an effective teaching strategy for the future Chinese Phonetics Teaching in Bulgaria.
The main body of this article is composed of five chapters.
The first chapter introduces and discusses the influence of two language acquisition theories on the study of TCFL.
The second chapter compares and analyzes the similarities and differences between the Chinese phonetic system and the speech preserving system. It mainly states from three aspects:
1. a brief introduction to the voice of the insured language. The letters, vowels and consonants, non syllable letters, syllable and stress are introduced respectively.
2. an overview of Chinese pronunciation. It introduces the characteristics of Chinese phonetics, vowels and consonants, Pinyin and tone respectively, and introduces the initial consonants, finals and tones.
3. a comparative analysis of Bao Han's voice system. In the form of form, we focus on three aspects to compare and analyze the similarities and differences between the two.
The contrast analysis of A. consonant system: firstly, the whole comparative analysis is carried out, and then the specific speech contrast analysis is carried out. The Chinese phonetic system is the main body, and the same or similar sounds in the Chinese language are compared. The purpose of the analysis is to sum up the similarities and differences of the consonants in the phonetics of Bao Han, so as to sum up the students of Bulgaria in the study Han Dynasty. The difficulty of the consonant.
B. vowel system comparison: first, the overall comparative analysis, followed by specific comparative analysis, then summed up the similarities and differences between the Chinese vowels, summed up the difficulties of Bulgarian students learning Chinese vowels. On this basis, in view of the difficulties of students vowel learning, this paper also put forward a solution by one by one.
C. stress stress contrasts with the Chinese tone: the word of the word has a stress. The meaning of a lot of words depends on the stress. The stress of a word is characterized by a dynamic stress, that is, the stress of a guarantee is made up of a large exhale, a air flow, and a greater degree of tension on a reread syllable. And the stress is not fixed, and it is not always fixed in a fixed position. On syllables, Chinese is a language with a tone, and the tone is very important to Chinese. Its characteristics are mainly embodied in syllables, a relative pitch with a distinct meaning within syllables. For Bulgarian students whose mother tongue is a non tone language, it is the most important to master the tone of Chinese.
The third chapter distinguishes the errors in the phonetic acquisition of the Bulgarian Chinese learners. It mainly includes the problems that the Chinese learners of Bulgarian Chinese in the second language often appear in the study of Chinese phonetics, such as the error of the consonant, the error of the vowel, and the error of the tone.
The fourth chapter focuses on the reasons why the Chinese learners of Bulgarian Chinese produce sound, rhyme, and other errors in learning Chinese. This article analyses from six aspects, including the negative transfer of the mother tongue of the learners, the negative transfer of the knowledge of the target language, the errors caused by the Chinese phonetic scheme, the inadequacy of the teaching materials and the influence of the teachers, the motivation of the learners and the learning motivation of the learners. Learning strategies and the influence of learning environment.
The fifth chapter puts forward some suggestions on the teaching of Chinese phonetics in Bulgarian Chinese learners. The teaching strategies are given from the three aspects of the consonant, the vowel and the tone teaching.
【學(xué)位授予單位】：西安外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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