本文選題：印度 + 漢語語音�。� 參考：《山東師范大學》2013年碩士論文

【摘要】：對于多種語言成長環(huán)境下成長的印度學生來說，漢語非常難學，尤其是漢語發(fā)音方面。而目前，關于印度學生語音教學的研究比較少，教學方法也比較單調，因此研究印度初中級漢語學習者語音偏誤及教學方法十分有意義。 本文的主要研究內容是印度初中級漢語學習者的語音偏誤和針對語音偏誤想出的教學對策及教學方法。印度初中級漢語學習者的語音偏誤資料主要來自德里大學、尼赫魯大學、國際大學學生的發(fā)音錄音及問卷調查。語音測試的朗讀材料包括單音節(jié)字、句子、短文等幾部分，通過對發(fā)音錄音的反復研究，找到語音中的偏誤進行分析。分析內容包括聲母偏誤分析、單韻母偏誤分析、復韻母偏誤分析、聲調偏誤分析。通過統(tǒng)計偏誤次數(shù)和計算偏誤率，了解印度初中級學生漢語語音的發(fā)音情況。教學情況的第一手資料主要來自三所學校學生所填寫的調查問卷和實習，，我了解了印度教師上課過程、漢語教學方法、學生學習方法、學生母語等有關內容，由此發(fā)現(xiàn)在印度，學生發(fā)音出現(xiàn)偏誤是有一定原因的，主要可以歸結為教師、學生，學校，母語負遷移等問題。 漢語作為外語的口語教學，由于各種各樣的原因，會存在洋腔洋調的問題。在教學中必須遵循口語的特點，掌握漢語語音教學的原則，使用正確的方法教學。例如：圖例示法、演示法、練習法、比較法、實踐法、興趣法、有印度特色的教學方法等。
[Abstract]:For India students growing up in a variety of languages, Chinese is very difficult to learn, especially in Chinese pronunciation. At present, there are few studies on the pronunciation teaching of India students, and the teaching methods are relatively monotonous. Therefore, it is very meaningful to study the phonetic errors and teaching methods of the middle and intermediate Chinese learners in India.
The main contents of this paper are the phonetic errors of the middle and intermediate Chinese learners in India and the teaching strategies and teaching methods for the phonetic errors. The phonetic errors of the first intermediate Chinese learners in India are mainly from the Delhi University, Nehru University, the phonological recording and questionnaire survey of students from international universities. The material includes the monosyllabic word, sentence, short text and other parts. Through the repeated study of the sound recording, we find the error in the pronunciation. The analysis includes the analysis of the error of the consonant, the analysis of the single vowel error, the analysis of the complex vowel error and the error analysis of the tone. Through the statistics of the number of errors and the calculation of the error rate, the Chinese middle and middle school students in India are understood in Chinese. The first hand information of the teaching situation mainly comes from the questionnaire and practice of the students in three schools. I know the teaching process of the teachers in India, the teaching methods of Chinese, the methods of students' learning and the mother tongue of the students. It is found that there are some reasons for the errors of students' pronunciation in India. It is attributed to teachers, students, schools, negative transfer of mother tongue, and so on.
The teaching of spoken Chinese as a foreign language, because of a variety of reasons, there will be a problem of foreign language intonation. In teaching, we must follow the characteristics of the spoken language, grasp the principles of the teaching of Chinese phonetics, use the correct methods of teaching. For example, illustration, demonstration, practice, comparison, practice, interest, and the teaching methods of India. Wait.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195.3

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本文編號：1817483