【摘要】：現(xiàn)代漢語普通話語音習得一直是對外漢語教學的重要組成部分,字詞的語音習得是整個語音習得過程的重中之重。在習得過程中,學習者的語音偏誤主要來自母語負遷移的影響。 筆者對漢語初級階段印尼學習者進行了語音輸入和輸出調(diào)查,根據(jù)調(diào)查結(jié)果旨在找出漢語初級階段印尼學習者的語音習得難點。本文將調(diào)查對象分為印尼原住民和印尼華裔(以下簡稱原住民和華裔),并對比原住民和華裔語音偏誤的異同。在平時的教學和語音調(diào)查中發(fā)現(xiàn),原住民和華裔在語音習得速度上略有不同,華裔相對快一些。偏誤方面華裔的偏誤類型要少一些,偏誤率低一些。但是總體看來,華裔并沒有明顯的語音優(yōu)勢,這可能是因為印尼華文被禁多年,華裔已經(jīng)失去了母語習得環(huán)境。本文根據(jù)語音調(diào)查得出以下結(jié)論： l、音段層面,筆者主要分析了印尼學習者習得普通話聲母和韻母的偏誤情況。華裔的總體偏誤情況好于原住民,但是并未顯示出明顯的語音優(yōu)勢。聲母方面,偏誤主要集中在雙唇音b、p,舌尖中音d、t,舌根音g、k,舌尖前音z、c、s,舌尖后音zh、ch、sh,舌面音j、q、x和舌尖后音r。韻母方面,偏誤主要集中在開口呼韻母e、-i[ι]和-i[ι],撮口呼韻母,卷舌元音er和韻母ie、ian、lOU、uel、uen。 2、超音段層面,筆者主要分析了印尼學習者習得普通話聲調(diào)的偏誤情況。不論是華裔還是原住民,聲調(diào)習得順序都是陰平去聲上聲陽平。調(diào)值的偏誤比調(diào)型的偏誤嚴重,調(diào)長的偏誤主要是去聲過短,念成急促下降的短調(diào)。不論是單字調(diào)朗讀測試還是二字組聲調(diào)聽辨測試,偏誤主要集中在陽平。 本文結(jié)合教學實際和語音調(diào)查結(jié)果,提出了針對漢語初級階段印尼學習者普通話聲母、韻母和聲調(diào)的課堂教學對策。
[Abstract]:Phonetics acquisition of modern Chinese mandarin has always been an important part of teaching Chinese as a foreign language, and phonetics acquisition of Chinese characters is the most important part of the whole process of phonetics acquisition. In the process of acquisition, learners' phonological errors are mainly influenced by negative transfer of their mother tongue. The author makes a survey on the input and output of speech by Indonesian learners in the primary stage of Chinese. The purpose of the survey is to find out the difficulties in the acquisition of speech by Indonesian learners in the primary stage of Chinese. In this paper, the subjects of investigation are divided into Indonesian aboriginal and Indonesian Chinese (hereinafter referred to as aboriginal and Chinese), and the similarities and differences of phonological errors between aboriginal and Chinese are compared. In normal teaching and phonetics survey found that aborigines and Chinese Americans in the speed of speech acquisition slightly different, Chinese relatively faster. In terms of bias, the type of bias of Chinese Americans is less, and the error rate is lower. But overall, Chinese do not have a clear phonological advantage, possibly because Indonesian Chinese have been banned for many years and Chinese have lost their native language acquisition environment. Based on the phonological survey, this paper draws the following conclusions: (1) at the phonological level, the author mainly analyzes the errors in Indonesian learners' acquisition of consonants and vowels in Putonghua. The overall bias of the Chinese is better than that of the aborigines, but it does not show a significant phonological advantage. In the consonant, the errors were mainly concentrated in the double lip b, p, tongue tip midpoint d, t, tongue root tone g, k, tongue tip foretone z, c, s, the posterior tone of the tongue tip zh,ch,sh, tongue surface sound j, Q, x and the posterior tone of the tongue tip r, Q, x, and the posterior tone of the tongue tip was z, c, s, the posterior tone of the tongue tip. In the vowel aspect, the errors mainly focus on the opening vowel e, I [I] and-I [I], the vowel er and the vowel ie,ian,lOU,uel,uen.. 2. At the level of ultrasound, the author mainly analyzes the errors of Indonesian learners' acquisition of mandarin tone. Whether Chinese or aboriginal, the tone is acquired in the order of the tone of the sound level. The error of adjusting value is more serious than that of modulation type. The main error of adjusting length is that the tone is too short and can be read into a short tone with a sharp decline. Whether it is single-tone reading test or two-word tone audiometry test, the errors are mainly concentrated in Yangping. Based on the teaching practice and phonetics survey, this paper puts forward some classroom teaching strategies for Indonesian learners of Mandarin consonant, vowel and tone in the primary stage of Chinese.
【學位授予單位】：南昌大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關(guān)碩士學位論文 前1條

1 張萌;印度尼西亞漢語教育現(xiàn)狀分析及發(fā)展趨勢[D];福建師范大學;2013年

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本文編號：2430497