本文關(guān)鍵詞： 烏克蘭漢語(yǔ)學(xué)習(xí)者 發(fā)音實(shí)驗(yàn) 聽(tīng)辨實(shí)驗(yàn) 習(xí)得研究　出處：《安徽大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：本文以兩名在烏克蘭的漢語(yǔ)學(xué)習(xí)者為研究對(duì)象,通過(guò)發(fā)音實(shí)驗(yàn)和聽(tīng)辨實(shí)驗(yàn),記錄了兩位學(xué)習(xí)者在近半年的時(shí)間里,從零基礎(chǔ)到初級(jí)水平的過(guò)程中,漢語(yǔ)單字聲調(diào)習(xí)得的情況。本文以20個(gè)單字為研究對(duì)象、分三個(gè)不同時(shí)間段,分析身處非目的語(yǔ)環(huán)境中漢語(yǔ)學(xué)習(xí)者習(xí)得漢語(yǔ)聲調(diào)的情況變化,并提出了相應(yīng)的教學(xué)建議。本文除結(jié)語(yǔ)之外,一共分為四章。 第一章為引言。主要闡述了本研究的意義和價(jià)值以及相關(guān)的研究綜述。研究漢語(yǔ)學(xué)習(xí)者的學(xué)習(xí)情況,能夠?yàn)槲覀兏倪M(jìn)教學(xué)方法、大力推廣漢語(yǔ)提供必要幫助。縱觀研究文獻(xiàn),針對(duì)俄語(yǔ)區(qū)學(xué)習(xí)者,尤其是烏克蘭學(xué)生的研究并不多,本文研究對(duì)面向?yàn)蹩颂m學(xué)生漢語(yǔ)聲調(diào)教學(xué)有一定參考價(jià)值。 第二章為俄漢語(yǔ)音體系對(duì)比。俄語(yǔ)和漢語(yǔ)差別很大,尤其是在聲調(diào)上,俄語(yǔ)是非聲調(diào)語(yǔ)言,而漢語(yǔ)是聲調(diào)語(yǔ)言。本章著重對(duì)比了兩種語(yǔ)言在聲調(diào)、語(yǔ)調(diào)上的不同,希望能夠?yàn)檠芯繛蹩颂m學(xué)生學(xué)習(xí)語(yǔ)音的特點(diǎn)尋找根據(jù)。 第三章為實(shí)驗(yàn)情況及數(shù)據(jù)分析。本章第一部分為實(shí)驗(yàn)時(shí)間劃分的說(shuō)明,本文實(shí)驗(yàn)共分為三個(gè)時(shí)間段。第二部分和第三部分為本文重點(diǎn),第二部分通過(guò)發(fā)音實(shí)驗(yàn),記錄了兩位學(xué)習(xí)者在半年時(shí)間中漢語(yǔ)聲調(diào)習(xí)得情況,利用Praat軟件,通過(guò)對(duì)錄音資料的時(shí)長(zhǎng)、頻率的分析,分析學(xué)習(xí)者學(xué)習(xí)聲調(diào)的基本情況,基本結(jié)論是：學(xué)習(xí)者聲調(diào)學(xué)習(xí)的總體進(jìn)步較慢；陰平和去聲學(xué)習(xí)較快、陽(yáng)平和上聲學(xué)習(xí)較慢并易混淆。除發(fā)音實(shí)驗(yàn)外,本人還對(duì)實(shí)驗(yàn)人進(jìn)行了聽(tīng)辨實(shí)驗(yàn),發(fā)現(xiàn)學(xué)生對(duì)聽(tīng)到的語(yǔ)音能夠做出基本正確的理解。本章最后一部分為以上實(shí)驗(yàn)的總結(jié)。 第四章為教學(xué)建議。本人在烏克蘭哈爾科夫國(guó)立大學(xué)孔子學(xué)院的波爾塔瓦教學(xué)點(diǎn)教授漢語(yǔ)近一年,在教授過(guò)程中發(fā)現(xiàn)了除學(xué)生自身學(xué)習(xí)動(dòng)機(jī)強(qiáng)弱之外,還存在一些客觀因素影響學(xué)習(xí)者學(xué)習(xí)效果。教學(xué)中要注意針對(duì)學(xué)習(xí)者的學(xué)習(xí)動(dòng)機(jī)采取不同的教學(xué)措施；漢語(yǔ)國(guó)際教育在教材編寫及國(guó)別化方面還需加強(qiáng)；課堂教學(xué)手段應(yīng)多樣化,對(duì)不同國(guó)家學(xué)生教學(xué)手段應(yīng)有針對(duì)性；測(cè)試手段也應(yīng)該多種多樣,以全面了解學(xué)生學(xué)習(xí)狀況。
[Abstract]:In this paper, two Chinese learners in Ukraine were selected as the subjects of the study. Through the pronunciation experiment and the audition experiment, the two learners were recorded in the process from zero basis to primary level in the past six months. This paper, taking 20 words as the research object, analyzes the changes of the acquisition of Chinese tones by Chinese learners in non-target language environments in three different time periods. Besides the conclusion, this paper is divided into four chapters. The first chapter is the introduction. It mainly expounds the significance and value of this study and the related research review. Studying the learning situation of Chinese learners can provide the necessary help for us to improve the teaching methods and promote the Chinese language. There are few researches on Russian learners, especially Ukrainian students. This study has some reference value for the teaching of Chinese tones for Ukrainian students. The second chapter is the comparison of Russian and Chinese phonetic system. The difference between Russian and Chinese is very big, especially in tone, Russian is non-tone language, while Chinese is tone language. Hope to be able to study Ukrainian students learning phonetic characteristics of the basis. The first part of this chapter is the explanation of the division of experimental time, the experiment is divided into three periods. The second part and the third part are the focus of this paper, the second part is the pronunciation experiment. The acquisition of Chinese tones was recorded by two learners in half a year. By analyzing the length and frequency of the recorded data, the basic situation of the learners' tone learning was analyzed by using Praat software. The basic conclusions are as follows: the overall progress of tone learning is slow, the learning of Yin Ping and de-sound is faster, and the learning of Yangping and Shangsheng is slow and confusing. In addition to the pronunciation experiment, I have also conducted an audition experiment on the experimenter. It is found that students can make a basic correct understanding of the pronunciation they hear. The last part of this chapter is a summary of the above experiments. Chapter 4th is the teaching suggestion. I teach Chinese at the Confucius Institute of Kharkiv State University in Ukraine for nearly a year. In the course of teaching, I find that the students' learning motivation is strong and weak. There are also some objective factors that affect learners' learning effect. In teaching, different teaching measures should be taken according to learners' learning motivation, and Chinese international education should be strengthened in the aspects of textbook compiling and nationalization. Classroom teaching methods should be diversified and targeted to students from different countries, and testing methods should be varied in order to fully understand the students' learning situation.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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