本文選題：韻律　切入點(diǎn)：聽辨　出處：《華東師范大學(xué)》2013年碩士論文

【摘要】：在漢語作為第二語言的語音教學(xué)中,初中級(jí)階段聲韻調(diào)部分較受重視,而韻律部分往往被忽視。在高級(jí)階段,高級(jí)漢語水平留學(xué)生的韻律教學(xué)就更被“束之高閣”,但現(xiàn)實(shí)情況是,留學(xué)生的口語表達(dá)雖然流利,但仍缺乏自然度。同時(shí),在高級(jí)階段,語音與語法語義的互動(dòng)關(guān)系未得到重視,而對(duì)于韻律與語義關(guān)系的有效把握體現(xiàn)了留學(xué)生主動(dòng)運(yùn)用語言要素的能力,是高級(jí)漢語水平準(zhǔn)確自如理解他人和表達(dá)自己的重要能力體現(xiàn)。 本研究對(duì)高級(jí)漢語水平留學(xué)生的韻律聽辨和運(yùn)用現(xiàn)況進(jìn)行了測(cè)試,在此基礎(chǔ)上進(jìn)行問卷及訪談的后續(xù)調(diào)查�；诖�,結(jié)合相關(guān)理論,對(duì)高級(jí)漢語水平留學(xué)生的韻律聽辨和運(yùn)用現(xiàn)況進(jìn)行分析,總結(jié)現(xiàn)存問題,尋求留學(xué)生韻律能力現(xiàn)況的解釋,并嘗試提出改善現(xiàn)況的對(duì)策。文章主要分為4個(gè)部分： 第一部分總結(jié)前人研究成果,提出高級(jí)漢語水平留學(xué)生語音教學(xué)中被忽視的部分,確定本文研究目標(biāo),厘清研究思路和研究程序,確定采用定性的研究方法進(jìn)行研究。 第二部分在確定研究思路的基礎(chǔ)上,進(jìn)行研究設(shè)計(jì)。研究設(shè)計(jì)分為3個(gè)部分第一部分是測(cè)試卷設(shè)計(jì),分為聽辨和朗讀兩部分,分別考察高級(jí)漢語水平留學(xué)生對(duì)于韻律與語義關(guān)系的把握。第二部分是問卷反饋,主要調(diào)查留學(xué)生對(duì)于試題題干的意義選擇傾向。第三部分是訪談追蹤,針對(duì)受試作答的具體情況要求受試指出語義區(qū)分手段,并且了解受試韻律學(xué)習(xí)的經(jīng)歷。 第三部分是在研究設(shè)計(jì)的基礎(chǔ)上對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)和整理。主要從聽辨和運(yùn)用兩方面入手,分別考察受試在停頓和重音兩方面的現(xiàn)況,重點(diǎn)對(duì)出錯(cuò)試題進(jìn)行分析。統(tǒng)計(jì)留學(xué)生對(duì)韻律特征的聽辨及選用,以及留學(xué)生對(duì)韻律位置的感知和設(shè)置。 第四部分是在數(shù)據(jù)統(tǒng)計(jì)的結(jié)果上概括歸納出高級(jí)漢語水平留學(xué)生在韻律聽辨及運(yùn)用上存在的問題、成因及解決對(duì)策。留學(xué)生具有一定韻律意識(shí),但其韻律能力呈現(xiàn)出明顯的差異性和隨意性,聽辨和運(yùn)用的準(zhǔn)確性、重音和停頓掌握能力及韻律知識(shí)及韻律能力發(fā)展都是不平衡的。這可從語言結(jié)構(gòu)的語法及語義顯性程 度意義優(yōu)選、韻律教學(xué)上找出原因,在應(yīng)對(duì)策略上,輸入-輸出、刺激-反應(yīng)理論及針對(duì)性專項(xiàng)訓(xùn)練為改善留學(xué)生韻律能力現(xiàn)況提供了思路。
[Abstract]:In the phonetic teaching of Chinese as a second language, more attention is paid to the rhyme part in the early and middle stage, while the prosodic part is often neglected. The prosody teaching of foreign students with advanced Chinese level is even more shelved. But the reality is that although the spoken language of foreign students is fluent, they still lack naturalness. At the same time, at the advanced stage, The interactive relationship between phonetics and grammatical semantics has not been paid attention to, and the effective grasp of the relationship between prosody and semantics reflects the ability of foreign students to use language elements actively. It is an important ability to understand others and express oneself accurately and freely. The present study tests the current situation of prosody listening and application of foreign students with advanced Chinese proficiency, on the basis of which the questionnaire and interview follow-up investigation are carried out. Based on this, combined with relevant theories, This paper analyzes the current situation of prosody listening and application of foreign students with advanced Chinese proficiency, summarizes the existing problems, seeks an explanation of the current situation of prosody ability of foreign students, and tries to put forward countermeasures to improve the current situation. The article is divided into four parts:. The first part summarizes the previous research results, puts forward the neglected part in the advanced Chinese level foreign students' pronunciation teaching, determines the research goal, clarifies the research thought and the research procedure, and determines the qualitative research method to carry on the research. The second part, on the basis of confirming the research idea, carries on the research design. The research design is divided into three parts: the first part is the test paper design, the second part is divided into two parts: listening and reading. The second part is the questionnaire feedback, which mainly investigates the tendency of the students to choose the meaning of the questions. The third part is the interview tracking, the second part is the questionnaire feedback, the second part is the questionnaire feedback, the second part is the questionnaire feedback, the second part is the questionnaire feedback, the second part is the questionnaire feedback. According to the specific situation of the subjects, the subjects should point out the semantic differentiation means and understand the experience of prosodic learning. The third part is on the basis of the research and design of the statistics and collation of the data, mainly from the two aspects of listening and application, respectively, to examine the participants in the pause and stress of the two aspects of the current situation. The key points of this paper are the analysis of the wrong questions, the statistics of the listening and choosing of the prosodic characteristics of the foreign students, and the perception and setting of the prosodic position of the foreign students. In the fourth part, the author generalizes the problems, causes and solutions of the prosody listening and application of the advanced Chinese students on the basis of the statistical results. The students have a certain sense of prosody. But its prosody ability shows obvious difference and arbitrariness, the accuracy of listening and application, the ability of accentuation and pausing, the development of prosodic knowledge and prosodic ability are all unbalanced. This can be done from the grammatical and semantic dominant way of language structure. In terms of coping strategies, input-output, stimulus-response theory and targeted special training provide ideas for improving the current situation of prosody ability of foreign students.
【學(xué)位授予單位】：華東師范大學(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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