母語為英語的留學(xué)生漢語三字組韻律偏誤研究
發(fā)布時(shí)間：2018-08-05 20:33
【摘要】：本文設(shè)計(jì)了包含64種聲調(diào)組合類型的三字組文本語料(有些是詞,有些屬短語,為稱說方便,以下統(tǒng)稱詞語),每種聲調(diào)組合類型包含有4個(gè)三字組詞語,共有256詞。同時(shí)采集了母語為漢語的中國學(xué)生(以下簡(jiǎn)稱中國學(xué)生)及母語為英語的留學(xué)生(以下簡(jiǎn)稱留學(xué)生)朗讀這些詞語的語音語料,利用praat軟件對(duì)這些音頻文件進(jìn)行切分標(biāo)注,提取每個(gè)音節(jié)的韻母基頻數(shù)據(jù)和時(shí)長數(shù)據(jù),運(yùn)用excel、SPSS軟件對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)、整理和分析,繪制圖表,比較在三字組這個(gè)層面上,留學(xué)生和中國學(xué)生二者之間,陰陽上去四聲在首字、中字和末字時(shí),音高、時(shí)長等方面的差異,留學(xué)生上聲變調(diào)和去聲變調(diào)時(shí)的偏誤等等,從而尋找其中的規(guī)律,總結(jié)留學(xué)生的韻律偏誤特點(diǎn)。最后探索偏誤形成的原因,為英語母語者的漢語學(xué)習(xí)提供一些幫助和建議。 本文的主要?jiǎng)?chuàng)新之處是： 1.本文是基于語料庫的研究。在三字組語料設(shè)計(jì)上避免了零聲母音節(jié)的出現(xiàn),盡量減少r、m、n、1等濁聲母的出現(xiàn),方便將音節(jié)聲母和韻母切分開來,更加科學(xué)合理。 2.定性、定量的研究方法。聲學(xué)特征分析方法上,采用實(shí)驗(yàn)語音分析法,重點(diǎn)研究三字組基頻和時(shí)長的分析,更具科學(xué)性和客觀性。 本文的一些主要結(jié)論和研究成果： 1.在三字組這個(gè)語言單位中,留學(xué)生的調(diào)刑、調(diào)域錯(cuò)誤都存在。整體上看,陰平和去聲掌握情況較好,陽平和上聲掌握情況不太好。對(duì)于陰平音節(jié),無論在首中末字,留學(xué)生發(fā)音都稍有下降趨勢(shì),不夠平直,主要存在調(diào)型偏誤。對(duì)于陽平,在中字時(shí)出現(xiàn)了嚴(yán)重的調(diào)型偏誤,在首字和末字時(shí),主要存在調(diào)域偏誤。上聲及上聲變調(diào)方面,主要表現(xiàn)為調(diào)型偏誤。去聲及去聲變調(diào)方面,主要表現(xiàn)為調(diào)域偏誤。 2.在調(diào)域方面,總體而言,中國學(xué)生和留學(xué)生都符合“首字中字末字”這個(gè)規(guī)律,除了中國學(xué)生陽平處于中字時(shí),調(diào)域比處于首字要小。同時(shí),除了陰平的基頻變化范圍比中國學(xué)生大,陽平在中字時(shí)調(diào)域比中國學(xué)生大(此時(shí)存在調(diào)型偏誤,不具參考價(jià)值),此外,留學(xué)生的調(diào)域都比中國學(xué)生偏小。 3.時(shí)長方面,中國學(xué)生時(shí)長規(guī)律為：首字中字末字。留學(xué)生時(shí)長規(guī)律為：除了上聲處于中字時(shí)時(shí)長比首字長以外,其他聲調(diào)均符合“中字首字末字”。同時(shí),陽平在末字時(shí),留學(xué)生的時(shí)長沒有中國學(xué)生長；陰平和去聲在末字時(shí),兩者沒有顯著性差異。除此之外,其他情況下,留學(xué)生時(shí)長都比中國學(xué)生要長。 4.在區(qū)分三字組1+2、2+1結(jié)構(gòu)方面,中國學(xué)生通過中字和末字的時(shí)長及調(diào)域的不同來體現(xiàn)兩種結(jié)構(gòu)的不同。留學(xué)生通過首字和末字的時(shí)長及調(diào)域的不同來體現(xiàn)兩種結(jié)構(gòu)的不同。
[Abstract]:In this paper, a three-character group text corpus (some words, some phrases, which is convenient to say) is designed, which contains 64 types of tone combinations. Each type of tone combination consists of four three-character words, with a total of 256 words. At the same time, the Chinese students whose mother tongue is Chinese (hereinafter referred to as Chinese students) and the native English students (hereinafter referred to as foreign students) who read these words aloud are collected, and the audio files are segmented and tagged by praat software. We extract the vowel base frequency data and the duration data of each syllable, and use the software excelot SPSS to make statistics, collate and analyze the data, draw charts, and compare the three character group level between the Chinese students and the foreign students. The differences in pitch and duration of the first, middle and last words, the errors in the tone and detone of foreign students, and so on, in order to find out the rules and summarize the characteristics of the rhythmic bias of foreign students. Finally, this paper explores the causes of errors, and provides some help and advice for native speakers of English in learning Chinese. The main innovations of this paper are as follows: 1. This paper is based on corpus research. In the design of three-character corpus, the zero consonant syllable is avoided, and the appearance of turbid consonants such as rpmmMNQ1 is reduced as far as possible, and it is more scientific and reasonable to cut the initials of syllables from vowels. 2. Qualitative and quantitative research methods. In the method of acoustic feature analysis, it is more scientific and objective to use the experimental phonetic analysis method to study the fundamental frequency and duration of the three character group. Some main conclusions and research results of this paper are as follows: 1. In the three-word group language unit, the foreign student's penalty adjustment, the adjustment domain error exists. On the whole, Yin Ping and de-sound grasp is better, Yangping and Shangsheng grasp is not very good. For Yin and flat syllable, both in the first and the last word, the pronunciation of foreign students has a slight downward trend, not straight, there are major tone errors. For Yangping, there are serious tone errors in Chinese characters. On tone and tone, the main performance for tone bias. De-tone and de-tone, the main performance for the toning field bias. 2. Generally speaking, Chinese students and overseas students all conform to the law of "the last word in the beginning", except that the Chinese student Yangping is in the Chinese character, the tone field is smaller than the word in the initials. At the same time, besides the range of fundamental frequency variation of Yin and Ping is larger than that of Chinese students, and Yangping is larger than Chinese students in Chinese characters (at this time, there is a modulation bias, which has no reference value), in addition, the adjustment domain of foreign students is smaller than that of Chinese students. In terms of length of time, the law of the length of time of Chinese students is: the first word is the last word. The rule of time length of foreign students is that the tone of Chinese characters is in accordance with the last word of Chinese characters except that the duration of Chinese characters is longer than that of Chinese characters. At the same time, at the end of Yangping, the duration of foreign students is not as long as that of Chinese students, but there is no significant difference between them. In addition, in other cases, the duration of foreign students is longer than that of Chinese students. 4. 4. In the aspect of distinguishing the structure of tri-character group 12 / 21, the Chinese students reflect the difference of the two structures by the difference of the duration and the tone field of the Chinese character and the last word. The foreign students reflect the difference of the two structures by the length of time and the domain of tone.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
本文編號(hào)：2166939
[Abstract]:In this paper, a three-character group text corpus (some words, some phrases, which is convenient to say) is designed, which contains 64 types of tone combinations. Each type of tone combination consists of four three-character words, with a total of 256 words. At the same time, the Chinese students whose mother tongue is Chinese (hereinafter referred to as Chinese students) and the native English students (hereinafter referred to as foreign students) who read these words aloud are collected, and the audio files are segmented and tagged by praat software. We extract the vowel base frequency data and the duration data of each syllable, and use the software excelot SPSS to make statistics, collate and analyze the data, draw charts, and compare the three character group level between the Chinese students and the foreign students. The differences in pitch and duration of the first, middle and last words, the errors in the tone and detone of foreign students, and so on, in order to find out the rules and summarize the characteristics of the rhythmic bias of foreign students. Finally, this paper explores the causes of errors, and provides some help and advice for native speakers of English in learning Chinese. The main innovations of this paper are as follows: 1. This paper is based on corpus research. In the design of three-character corpus, the zero consonant syllable is avoided, and the appearance of turbid consonants such as rpmmMNQ1 is reduced as far as possible, and it is more scientific and reasonable to cut the initials of syllables from vowels. 2. Qualitative and quantitative research methods. In the method of acoustic feature analysis, it is more scientific and objective to use the experimental phonetic analysis method to study the fundamental frequency and duration of the three character group. Some main conclusions and research results of this paper are as follows: 1. In the three-word group language unit, the foreign student's penalty adjustment, the adjustment domain error exists. On the whole, Yin Ping and de-sound grasp is better, Yangping and Shangsheng grasp is not very good. For Yin and flat syllable, both in the first and the last word, the pronunciation of foreign students has a slight downward trend, not straight, there are major tone errors. For Yangping, there are serious tone errors in Chinese characters. On tone and tone, the main performance for tone bias. De-tone and de-tone, the main performance for the toning field bias. 2. Generally speaking, Chinese students and overseas students all conform to the law of "the last word in the beginning", except that the Chinese student Yangping is in the Chinese character, the tone field is smaller than the word in the initials. At the same time, besides the range of fundamental frequency variation of Yin and Ping is larger than that of Chinese students, and Yangping is larger than Chinese students in Chinese characters (at this time, there is a modulation bias, which has no reference value), in addition, the adjustment domain of foreign students is smaller than that of Chinese students. In terms of length of time, the law of the length of time of Chinese students is: the first word is the last word. The rule of time length of foreign students is that the tone of Chinese characters is in accordance with the last word of Chinese characters except that the duration of Chinese characters is longer than that of Chinese characters. At the same time, at the end of Yangping, the duration of foreign students is not as long as that of Chinese students, but there is no significant difference between them. In addition, in other cases, the duration of foreign students is longer than that of Chinese students. 4. 4. In the aspect of distinguishing the structure of tri-character group 12 / 21, the Chinese students reflect the difference of the two structures by the difference of the duration and the tone field of the Chinese character and the last word. The foreign students reflect the difference of the two structures by the length of time and the domain of tone.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 馬燕華;初級(jí)漢語水平留學(xué)生的普通話聲調(diào)誤區(qū)[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1994年03期
2 林茂燦 ,顏景助 ,孫國華;北京話兩字組正常重音的初步實(shí)驗(yàn)[J];方言;1984年01期
3 徐世榮;抓住聲調(diào)教學(xué)這一環(huán)——突破朝鮮族學(xué)漢語的難點(diǎn)[J];漢語學(xué)習(xí);1980年05期
4 倪彥,王曉葵;英語國家學(xué)生學(xué)習(xí)漢語語音難點(diǎn)分析[J];漢語學(xué)習(xí);1992年02期
5 馮麗萍,胡秀梅;零起點(diǎn)韓國學(xué)生陽平二字組聲調(diào)格局研究[J];漢語學(xué)習(xí);2005年04期
6 胡曉研;;韓國學(xué)生漢語中介語語音模式分析[J];漢語學(xué)習(xí);2007年01期
7 吳志剛;;漢語聲調(diào)“彎頭”現(xiàn)象的實(shí)驗(yàn)分析[J];漢語學(xué)習(xí);2009年02期
8 周小兵;王功平;;近三十年漢語作為二語的語音習(xí)得研究述評(píng)[J];漢語學(xué)習(xí);2010年01期
9 姜曉紅;關(guān)于對(duì)外漢語聲調(diào)教學(xué)的一些思考[J];寧夏大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2001年03期
10 沈曉楠;;關(guān)于美國人學(xué)習(xí)漢語聲調(diào)[J];世界漢語教學(xué);1989年03期
相關(guān)碩士學(xué)位論文 前6條
1 吳亦斌;母語為英語的留學(xué)生漢語二字組韻律偏誤研究[D];南京師范大學(xué);2011年
2 田園;從日本留學(xué)生的漢語聲調(diào)偏誤分析談對(duì)日學(xué)生聲調(diào)教學(xué)[D];天津師范大學(xué);2003年
3 夏晴;韓國留學(xué)生學(xué)習(xí)普通話時(shí)二字組及其在語流中的聲調(diào)偏誤分析[D];華東師范大學(xué);2006年
4 程媛;初級(jí)階段印尼華裔留學(xué)生二字組上聲偏誤分析[D];暨南大學(xué);2006年
5 陳子悠;日韓泰留學(xué)生漢語聲調(diào)習(xí)得及偏誤分析研究[D];陜西師范大學(xué);2007年
6 祁慧琳;韓國留學(xué)生漢語雙音節(jié)詞聲調(diào)發(fā)音偏誤分析[D];上海外國語大學(xué);2007年
，本文編號(hào)：2166939
本文鏈接：http://sikaile.net/wenyilunwen/hanyulw/2166939.html
最近更新
教材專著
