【摘要】：語(yǔ)音教學(xué)在對(duì)外漢語(yǔ)教學(xué)中占據(jù)著非常重要的地位,是對(duì)外漢語(yǔ)教學(xué)中的一個(gè)難點(diǎn)。美國(guó)學(xué)生習(xí)得漢語(yǔ)時(shí),由于兩種語(yǔ)言系統(tǒng)差別較大,加之母語(yǔ)的負(fù)遷移,學(xué)生在聲、韻母和聲調(diào)學(xué)習(xí)中出現(xiàn)明顯的偏誤。這種偏誤成為美國(guó)學(xué)生掌握漢語(yǔ)發(fā)音的最大障礙。論文針對(duì)美國(guó)學(xué)生學(xué)習(xí)漢語(yǔ)語(yǔ)音時(shí)的難點(diǎn)和偏誤,在中介語(yǔ)理論的指導(dǎo)下,從對(duì)比分析理論和偏誤分析理論出發(fā),對(duì)零起點(diǎn)美國(guó)大學(xué)生漢語(yǔ)字詞語(yǔ)音習(xí)得中的難點(diǎn)和偏誤做了跟蹤調(diào)查。筆者以自己在教學(xué)中獲得的第一手資料為基礎(chǔ),重點(diǎn)分析了美國(guó)學(xué)生在聲、韻母和聲調(diào)學(xué)習(xí)中出現(xiàn)的偏誤及其產(chǎn)生偏誤的原因,并針對(duì)這些偏誤和原因,提出解決方案、教學(xué)方法和教學(xué)策略。 筆者在教學(xué)過(guò)程中發(fā)現(xiàn),零起點(diǎn)美國(guó)學(xué)生的聲母偏誤主要是將送氣不送氣聲母相混淆,將不送氣聲母和濁輔音相混淆,舌尖后音發(fā)音部位偏前及因母語(yǔ)拼寫規(guī)則而導(dǎo)致的拼寫錯(cuò)誤等四類。針對(duì)這些偏誤,論文提出了調(diào)整聲母教學(xué)順序,及時(shí)運(yùn)用對(duì)比分析法和直觀教學(xué)法等教學(xué)策略。韻母部分的偏誤主要為相近復(fù)韻母間難以區(qū)分,受母語(yǔ)中不存在的音節(jié)干擾所產(chǎn)生的偏誤以及“u”的發(fā)音和書面辨識(shí)。針對(duì)這些偏誤,筆者提出了模仿訓(xùn)練法,連帶法和對(duì)比分析法等教學(xué)策略。聲調(diào)偏誤主要表現(xiàn)在母語(yǔ)音調(diào)和語(yǔ)調(diào)的負(fù)遷移干擾,教學(xué)和學(xué)習(xí)策略以及喉部發(fā)音機(jī)制的影響。本文針對(duì)美國(guó)學(xué)生在聲調(diào)習(xí)得方面的這些偏誤提出了合理調(diào)整聲調(diào)教學(xué)順序,引入“半上調(diào)”,控制學(xué)習(xí)者聲帶的松緊,對(duì)比分析易混淆的聲調(diào)組合等教學(xué)策略。 筆者在對(duì)美國(guó)學(xué)生的語(yǔ)音教學(xué)過(guò)程中應(yīng)用上述教學(xué)策略,收到了良好的效果。論文中所列調(diào)查資料和數(shù)據(jù)分析,筆者所提出的教學(xué)方法和策略,對(duì)于對(duì)外漢語(yǔ)教學(xué)中的語(yǔ)音教學(xué)具有參考和應(yīng)用價(jià)值。
[Abstract]:Phonetic teaching plays a very important role in teaching Chinese as a foreign language and is a difficult point in teaching Chinese as a foreign language. When American students acquire Chinese, because of the great difference between the two language systems and the negative transfer of their mother tongue, there are obvious errors in the learning of sound, vowel and tone. This error has become the biggest obstacle for American students to master Chinese pronunciation. In view of the difficulties and errors in American students' learning Chinese pronunciation, under the guidance of interlanguage theory, starting from the theory of contrastive analysis and error analysis, this paper makes a follow-up investigation on the difficulties and errors in the phonetic acquisition of Chinese words for American college students from zero starting point. Based on the first-hand materials obtained in teaching, the author analyzes the errors in sound, vowel and tone learning of American students and the causes of them, and puts forward some solutions, teaching methods and teaching strategies in view of these errors and causes. In the course of teaching, the author finds that the consonant errors of American students at zero starting point are mainly to confuse the consonants without air delivery, the consonants without air delivery and the turbid consonants, the spelling errors caused by the spelling rules of the mother tongue and the position of the pronunciation behind the tip of the tongue. In view of these errors, this paper puts forward some teaching strategies, such as adjusting the teaching order of consonants, using comparative analysis method and intuitionistic teaching method in time. The errors of vowels are mainly difficult to distinguish between similar complex vowels, errors caused by syllable interference that do not exist in the mother tongue, and the pronunciation and written identification of "u". In view of these errors, the author puts forward some teaching strategies, such as imitation training method, continuous belt method and comparative analysis method. Tone errors are mainly manifested in the negative transfer interference of mother tongue tone and intonation, the influence of teaching and learning strategies and the pronunciation mechanism of throat. In view of these errors in tone acquisition of American students, this paper puts forward some teaching strategies, such as adjusting the teaching order of tone reasonably, introducing "half upper tone", controlling the relaxation of learners' vocal cord, and comparing and analyzing the confusing tone combination. The author has applied the above teaching strategies in the process of phonetic teaching for American students, and has achieved good results. The investigation data and data analysis listed in this paper, and the teaching methods and strategies put forward by the author have reference and application value for phonetic teaching in teaching Chinese as a foreign language.
【學(xué)位授予單位】：西北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 孫昱;《商務(wù)漢語(yǔ)》和《初級(jí)實(shí)用商務(wù)漢語(yǔ)》的練習(xí)研究[D];暨南大學(xué);2013年

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本文編號(hào)：2512411