本文選題：泰國學生　切入點：雙字調(diào)　出處：《天津師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：本文以不同漢語水平的泰國學生為對象,以他們習得漢語雙字調(diào)為內(nèi)容進行考察,通過聽覺感知實驗和聲學實驗,從泰國學生的雙字調(diào)感知和實際發(fā)音的能力兩個方面進行研究。在聽覺感知方面分為實際無意義的和實際有意義的漢語雙字調(diào)兩部分,然后歸納出泰國學生習得漢語雙字調(diào)的主要偏誤及習得的規(guī)律。本文探討學習者在習得過程中的普遍問題,獲得的基本結(jié)論為：(1)泰國學生的聽覺感知能力不是很強,但是實際有意義的聲調(diào)能夠幫助學生正確感知；(2)陽平和半上調(diào)無論在前或后字都是泰國學生在感知上容易混淆的；(3)不管在前或后字學習者都存在較相同的偏誤,分別為：陰平在初級階段調(diào)型呈現(xiàn)“降”型到了高級階段調(diào)型才符合漢語普通話,但仍然存在調(diào)域偏低的問題。陽平的調(diào)域和調(diào)型存在一定的偏誤,呈現(xiàn)“凹”型的特征。半上聲前字開頭的調(diào)值比普通話偏高,而后字符合漢語普通話。上聲變陽平,存在調(diào)域和調(diào)型的偏誤,呈現(xiàn)“凹”型。去聲,在初級階段的調(diào)型呈現(xiàn)了“凸”和“降”型,到了高級階段才符合漢語普通話,但開始下降有點緩慢,末尾的走勢降得比普通話高,調(diào)值存在一定的偏誤。 本文以中介語理論、偏誤理論和對比分析理論為指導,提出泰國學生習得漢語雙字調(diào)的相關(guān)結(jié)論：(1)學習者習得原因為1.母語正遷移2.目的語聲調(diào)特征3.漢語聲調(diào)知識的正遷移,(2)學習者偏誤的原因為1.母語負遷移2.漢語聲調(diào)的知識的負遷移3.教師的誤導與教學原因。最后提出對雙字調(diào)教學的建議：1.重視聲調(diào)調(diào)型,區(qū)分音高2.使用實驗語音的知識結(jié)合音樂的教學法3.以單字調(diào)為基礎,同時重視雙字調(diào)。
[Abstract]:In this paper, Thai students with different levels of Chinese are selected as subjects, and their acquisition of Chinese double-character tones is investigated. The experiments of auditory perception and acoustics are carried out. This paper studies the two aspects of Thai students' double tone perception and actual pronunciation ability. The auditory perception is divided into two parts: practical meaningless and actual meaningful Chinese double tone. Then, the main errors and the rules of the acquisition of Chinese double-tone are summed up. This paper discusses the common problems in the acquisition process of Thai students. The basic conclusion is that the hearing perception ability of Thai students is not very strong. But the actual meaningful tone can help the students to correctly perceive the meaning of the two characters.) whether before or after the words are confused in the perception of Thai students, both before and after the students have the same bias. They are as follows: the "downgrade" pattern of Ying-ping in the primary stage is only in accordance with Mandarin Chinese at the advanced stage, but there is still the problem of low toning field, and there are some errors in the modulation domain and the tone type of Yangping. Features of "concave" type. The first part of the semitone is higher than that of Putonghua, while the latter is in line with the Chinese mandarin. The upper voice changes to Yangping, and there are errors in the tone domain and the tone type, showing a "concave" pattern. In the primary stage, the tone types are "convex" and "descending", and only at the advanced stage can they accord with Chinese mandarin. However, the decline is slow, the trend at the end of which is higher than that of Putonghua, and there are some errors in the adjustment value. This paper is guided by interlanguage theory, error theory and contrastive analysis theory. This paper puts forward the relevant conclusion of Thai students' acquisition of Chinese double tone: 1. The reason of learners' acquisition is 1. The positive transfer of mother tongue 2. The characteristics of tone of target language 3. The positive transfer of knowledge of Chinese tone is 2) the reason of errors of learners is 1. The negative transfer of mother tongue 2. The negative transfer of the knowledge of tone 3.The misdirection of teachers and the teaching reasons. Finally, the author puts forward some suggestions on the teaching of two-character tone: 1. Pay attention to the mode of tone modulation. The teaching method of using experimental phonetic knowledge combined with music. 3. Based on the tone of a single word, paying attention to the double tone at the same time.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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