本文選題：秘魯學(xué)生 + 漢語語音��； 參考：《上海外國(guó)語大學(xué)》2012年碩士論文

【摘要】：將偏誤分析理論運(yùn)用到第二語言語音教學(xué)和研究已經(jīng)得到了廣泛的認(rèn)同。同時(shí)許多研究表明，對(duì)外漢語語音學(xué)習(xí)過程中不同國(guó)家的學(xué)生呈現(xiàn)出不同的偏誤特征，即我們所說的國(guó)別化偏誤特征。對(duì)于操不同母語的漢語學(xué)習(xí)者，，如果可以采取針對(duì)性的語音教學(xué)方法，相信對(duì)語音教學(xué)的意義是非常深遠(yuǎn)的。 筆者在秘魯實(shí)習(xí)一年，選取秘魯學(xué)生母語西班牙語作為研究對(duì)象語，通過語音樣本收集，問卷調(diào)查方式了解秘魯學(xué)生漢語語音發(fā)音情況；并運(yùn)用對(duì)比分析、偏誤分析相關(guān)理論對(duì)他們的漢語語音偏誤情況進(jìn)行分析和解釋。 論文考察了秘魯學(xué)生漢語單音節(jié)字和雙音節(jié)詞語的發(fā)音情況，根據(jù)所收集的語音樣本、對(duì)其進(jìn)行仔細(xì)聽辨，并對(duì)其偏誤進(jìn)行統(tǒng)計(jì)分析；考察學(xué)生在漢語語音學(xué)習(xí)過程中的難點(diǎn)及共性偏誤規(guī)律。最后找出偏誤的原因，并對(duì)其偏誤規(guī)律及難點(diǎn)提出相應(yīng)的教學(xué)建議。 我們發(fā)現(xiàn)對(duì)于秘魯學(xué)生而言，在元音方面e、 ü、ua、üe、an、 üan、ün是他們的難點(diǎn)，而且音位a的多個(gè)音位變體他們也掌握不佳，再次前鼻音和后鼻音也區(qū)分不好。在輔音方面c、z、q、zh、ch是他們的難點(diǎn)，表現(xiàn)在發(fā)音部位掌握不準(zhǔn)確。在單音節(jié)漢字聲調(diào)方面秘魯學(xué)生比較典型的偏誤是T3形成T2的偏誤。在雙音節(jié)詞語聲調(diào)方面，“T2+T1”組合的偏誤最高。在雙音節(jié)詞語聲調(diào)中處于前字的聲調(diào)偏誤率最高的是T2，后字偏誤率最高的是T4。
[Abstract]:The application of error analysis theory to the teaching and research of second language phonetics has been widely accepted. At the same time, many studies show that students from different countries present different characteristics of bias in the process of learning Chinese as a foreign language. For Chinese learners who speak different mother tongues, it is believed that the meaning of phonetic teaching is very profound if we can adopt targeted phonetic teaching methods. After one year of practice in Peru, the author selected the native Spanish of Peruvian students as the object language of the study, and investigated the pronunciation of Chinese pronunciation of Peruvian students by means of a questionnaire survey and a comparative analysis. The theory of error analysis analyzes and explains their Chinese phonetic errors. This paper examines the pronunciation of Chinese monosyllabic words and dicyllabic words among Peruvian students. According to the phonetic samples collected, the pronunciation of monosyllabic words and dicyllabic words is carefully listened to, and their errors are statistically analyzed. To investigate the difficulties and common errors of students in the process of learning Chinese pronunciation. Finally, the author finds out the causes of the errors, and puts forward some teaching suggestions on the rules and difficulties of the errors. We found that for Peruvian students, the vowels e, 眉 egua, 眉 eguan, 眉 an, 眉 n are difficult for them, and the phonemes of phonemes a are not good enough for them to master, and it is also difficult to distinguish the anterior nasal sounds from the posterior nasal sounds again. The difficulty of consonant is that the pronunciation position is not accurate. In the aspect of tone of monosyllabic Chinese characters, the typical error of Peruvian students is the error of T _ 3 forming T _ 2. In terms of tone of dicyllabic words, T 2 T 1 combination has the highest deviation. In the tone of dicyllabic words, the highest tonal error rate is T2, and the highest error rate is T4.
【學(xué)位授予單位】：上海外國(guó)語大學(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)：1919218