本文選題：對外漢語 + 教學(xué)設(shè)計��； 參考：《華中師范大學(xué)》2012年碩士論文

【摘要】：在漢語作為第二語言教學(xué)中,聲調(diào)既是難點(diǎn)也是重點(diǎn)。外國人,尤其是母語為語調(diào)語言的學(xué)習(xí)者,在說漢語時影響他人理解的最大原因,就是漢語聲調(diào)掌握的不準(zhǔn)確。這種現(xiàn)象在以英語為母語的學(xué)習(xí)者中最為普遍。本文試圖通過對比英漢語音系統(tǒng)中的共通點(diǎn),探討如何以母語正遷移的策略進(jìn)行聲調(diào)教學(xué),使英語母語者更快更好的學(xué)會漢語聲調(diào)陰平、陽平、去聲。 本文共分為四章。第一章是緒論,闡明了本文研究的內(nèi)容、創(chuàng)新點(diǎn)及研究意義,并列出了迄今為止的漢語聲調(diào)教學(xué)研究主要成果。指出當(dāng)今對于母語為語調(diào)語言的漢語學(xué)習(xí)者的聲調(diào)教學(xué)研究主要集中在英漢語音系統(tǒng)的迥異和漢語聲調(diào)學(xué)習(xí)偏誤分析,尤其是母語負(fù)遷移現(xiàn)象上,提到母語正遷移策略的幾乎沒有。 第二章為英漢語音系統(tǒng)共同點(diǎn)對比研究。根據(jù)前人研究成果以及自己的學(xué)習(xí)經(jīng)歷和教學(xué)經(jīng)歷,本章將英漢語音系統(tǒng)相同點(diǎn)進(jìn)行對比,打破了傳統(tǒng)認(rèn)為英漢兩種語言在語音層面無法進(jìn)行類比學(xué)習(xí)和研究的思維慣式。通過分別闡述英漢語的聲調(diào)、語調(diào)等語音特征,我們分析出英漢語的語音系統(tǒng)具有可對比性,并初步提出了兩者語音上的一些類似點(diǎn),為后面母語正遷移教學(xué)方案提供了理論依據(jù)。 第三章先論證了母語正遷移教學(xué)策略的可行性,然后根據(jù)對比研究結(jié)果,分析總結(jié)了英語語音與漢語聲調(diào)語音特征的相似之處：英語非末尾音節(jié)的詞重音與漢語陰平調(diào)型一致,調(diào)值基本一致；英語高升調(diào)與漢語陽平、高降調(diào)與漢語去聲調(diào)型—致,調(diào)值稍有不同�；诖私Y(jié)論,本文提出了新的聲調(diào)教學(xué)方案——以母語正遷移教學(xué)策略進(jìn)行漢語聲調(diào)陰平、陽平、去聲的教學(xué),并模擬出了一份新教學(xué)教案,引領(lǐng)以已知帶動未知的新學(xué)習(xí)模式,供對外漢語教師參考。具體就是利用英漢語音特征相同點(diǎn),將已知的單詞發(fā)音特征類推到漢語聲調(diào)學(xué)習(xí)中來,對比進(jìn)行發(fā)音練習(xí),學(xué)生正確掌握聲調(diào)之后,此法還有利于課下的自我糾音正調(diào)。 最后一章總結(jié)全文。英漢語音系統(tǒng)有著相通性,合理利用母語正遷移策略進(jìn)行教學(xué),不僅對老師來說省時省力,更能提高學(xué)生學(xué)習(xí)漢語的積極性和自信心。本文為對外漢語聲調(diào)教學(xué)提供了新的思路,筆者在自己的聽說課堂上實(shí)踐此法后取得了較好的效果,但也自知此法難免還有許多不足之處,希望在未來能有更多人對新的方案進(jìn)行理論完善和實(shí)踐驗(yàn)證。
[Abstract]:In the teaching of Chinese as a second language, tone is both difficult and important. The most important reason for foreigners, especially native intonation language learners, to influence the understanding of other people when speaking Chinese is the inaccuracy of Chinese tone. This phenomenon is most common among native English learners. By comparing the common points in English and Chinese phonological systems, this paper attempts to explore how to use the strategy of positive transfer of mother tongue in tone teaching in order to enable native speakers to learn Chinese tones more quickly and better. This paper is divided into four chapters. The first chapter is an introduction, which illustrates the content, innovation and significance of this study, and lists the main achievements of the research on Chinese tone teaching. It is pointed out that the study of tone teaching for native intonation language learners is mainly focused on the differences between English and Chinese phonological systems and the analysis of Chinese tone learning errors, especially on the phenomenon of negative transfer of mother tongue. Hardly any mention is made of the strategy of positive transfer of mother tongue. The second chapter is a contrastive study of common points between English and Chinese phonetic systems. Based on the previous research results and their own learning experience and teaching experience, this chapter compares the similarities between English and Chinese phonetic systems, breaking the traditional thinking that both English and Chinese can not be studied by analogy at the phonological level. By explaining the tone and intonation of English and Chinese respectively, we find out that the phonetic system of English and Chinese is comparable, and put forward some similarities between the two phonetic systems. It provides a theoretical basis for the later positive transfer of mother tongue teaching program. The third chapter first demonstrates the feasibility of the teaching strategy of positive transfer of mother tongue, and then, according to the results of comparative study, analyzes and summarizes the similarities between English pronunciation and Chinese tone phonetic characteristics: the word stress of English non-end syllable is consistent with the negative tone type of Chinese. The tone of English is similar to that of Yangping, and the tone of Chinese is slightly different from that of Chinese. Based on this conclusion, this paper puts forward a new teaching scheme of tone teaching, that is, using positive transfer of mother tongue teaching strategy to teach Chinese tone yin, yang level and dissonance, and simulates a new teaching plan. To guide the new learning model with known and unknown for TCFL teachers' reference. In particular, by using the similarities between English and Chinese phonological features, the known pronunciation features of words can be deduced to the Chinese tone learning, and the pronunciation exercises are carried out by contrast. After the students have mastered the tone correctly, this method is also conducive to the self-correction of the positive tone in class. The last chapter summarizes the full text. The English and Chinese phonetic system has the similarity, the reasonable use of the mother tongue positive transfer strategy to carry on the teaching, not only saves time and effort to the teacher, but also can enhance the student's enthusiasm and self-confidence to learn Chinese. This paper provides a new way of thinking for the teaching of Chinese tones as a foreign language. The author has achieved good results after practicing this method in his own listening and speaking class, but he also knows that there are still many shortcomings in this method. Hope that in the future, more people will be able to improve the theory and practice of the new scheme.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H195

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