本文選題：語(yǔ)音測(cè)試 + 聲學(xué)特征�。� 參考：《湖南大學(xué)》2013年碩士論文

【摘要】：為了滿足外國(guó)留學(xué)生來(lái)華學(xué)習(xí)的需求，國(guó)內(nèi)多所高校陸續(xù)開展了對(duì)外漢語(yǔ)教學(xué)。對(duì)外漢語(yǔ)語(yǔ)音教學(xué)是對(duì)外漢語(yǔ)教學(xué)的基礎(chǔ)，但同時(shí)也是重點(diǎn)和難點(diǎn)。語(yǔ)音測(cè)試是公認(rèn)地促進(jìn)語(yǔ)音教學(xué)最有效的方法之一。目前在國(guó)內(nèi)，由國(guó)家漢辦開發(fā)的漢語(yǔ)水平考試（HSK）采用了語(yǔ)音測(cè)試（口語(yǔ)考試）。然而，其語(yǔ)音測(cè)試依然采用傳統(tǒng)的評(píng)分員主觀評(píng)分方式，且語(yǔ)音測(cè)試成本過高，勞動(dòng)強(qiáng)度過大，，統(tǒng)一的評(píng)分標(biāo)準(zhǔn)難以形成，因而評(píng)分的信度問題由此產(chǎn)生。因此，如何科學(xué)客觀正確地測(cè)出非母語(yǔ)漢語(yǔ)學(xué)習(xí)者的語(yǔ)音問題一直是當(dāng)今對(duì)外漢語(yǔ)語(yǔ)音測(cè)試與研究領(lǐng)域的熱點(diǎn)。 針對(duì)上述傳統(tǒng)語(yǔ)音測(cè)試方法的不足和缺陷，本文將從聲學(xué)語(yǔ)音學(xué)和實(shí)驗(yàn)語(yǔ)音學(xué)的角度出發(fā)，以漢語(yǔ)中的七個(gè)核心一級(jí)單元音作為測(cè)試目標(biāo)，對(duì)其評(píng)分標(biāo)準(zhǔn)和評(píng)分方法進(jìn)行了討論。本研究的主要工作包括： 1.從聲學(xué)語(yǔ)音學(xué)角度的出發(fā)，提出如何將元音的聲學(xué)特征即共振峰運(yùn)用于非母語(yǔ)漢語(yǔ)一級(jí)單元音語(yǔ)音測(cè)試研究中。 2.結(jié)合共振峰值尋求對(duì)CAP三級(jí)評(píng)判假設(shè)的量化并提供可參考的量化范圍 3.參考共振峰值以及評(píng)分結(jié)果，相比較母語(yǔ)漢語(yǔ)學(xué)習(xí)者的發(fā)音而言，總結(jié)和歸納漢語(yǔ)非母語(yǔ)學(xué)習(xí)者在漢語(yǔ)一級(jí)單元音發(fā)音上存在的典型的偏誤。 通過Praat語(yǔ)音軟件切音分析，本文提取了受試者的語(yǔ)音聲學(xué)參數(shù)共振峰值，就共振峰值對(duì)比分析了受試者發(fā)音和標(biāo)準(zhǔn)參照音，并且對(duì)正確、可接受、有缺陷三級(jí)評(píng)分維度進(jìn)行了分析。 實(shí)驗(yàn)結(jié)果顯示，基于元音聲學(xué)特征的語(yǔ)音測(cè)試方法是可取的，利用元音的共振峰值和聲學(xué)元音圖可以有效地幫助測(cè)試非母語(yǔ)漢語(yǔ)一級(jí)單元音發(fā)音；基于共振峰值的CAP三級(jí)評(píng)判假設(shè)在一定程度上得到了量化，受試者7個(gè)漢語(yǔ)一級(jí)單元音的正確發(fā)音在共振峰值上都可以區(qū)別于可接受發(fā)音，但對(duì)于元音[,]來(lái)說，如何區(qū)別其可接受發(fā)音和有缺陷發(fā)音還需要進(jìn)一步的研究；受試者對(duì)于七個(gè)漢語(yǔ)一級(jí)單元音發(fā)音的主要問題在于：在元音[a,i,u,]上表現(xiàn)為發(fā)音部位趨央趨松；而在元音[y,,]上表現(xiàn)為發(fā)音部位不固定，在區(qū)分舌尖前后元音[,]，存在較大的困難。
[Abstract]:In order to meet the needs of foreign students to study in China, many colleges and universities have started teaching Chinese as a foreign language. Phonetics teaching as a foreign language is the basis of teaching Chinese as a foreign language, but it is also a key and difficult point. Phonetic testing is one of the most effective methods to promote phonetic teaching. At present, the Chinese proficiency Test (HSK), developed by the National Chinese language Office, has adopted the phonetic test (oral test). However, the traditional subjective scoring method is still used in speech testing, and the cost of speech testing is too high, the labor intensity is too high, and the unified scoring standard is difficult to form. Therefore, how to measure the pronunciation of non-native Chinese learners scientifically and objectively has always been a hot topic in the field of Chinese pronunciation testing and research. In view of the shortcomings and defects of the traditional phonetic testing methods mentioned above, this paper will take the seven core primary unit sounds in Chinese as the test target from the angles of acoustic phonetics and experimental phonetics. The evaluation criteria and methods are discussed. The main work of this study includes: 1. From the point of view of acoustic phonetics, this paper puts forward how to apply the acoustic characteristics of vowels, that is, the resonance peak, to the study of the first class unit pronunciation of non-native Chinese. 2. Seeking quantization of CAP Three-level judgment hypothesis and providing reference quantization range in combination with Resonance Peak 3. Referring to the resonance peak and the score results, compared with the pronunciation of native Chinese learners, we summarize and conclude the typical errors of Chinese non-native language learners in the pronunciation of Chinese primary unit sounds. In this paper, the speech acoustic parameter resonance peak of the subjects is extracted by Praat speech software, and the pronunciation and standard reference sound of the subjects are compared and analyzed, which is correct and acceptable. The defective three-level score dimension was analyzed. The experimental results show that the phonetic testing method based on the acoustic characteristics of vowels is desirable. Using the resonance peak of vowels and the acoustic vowels graph can effectively help to test the first class unit pronunciation of non-native Chinese. The CAP three-level judgment hypothesis based on the resonance peak is quantified to some extent. The correct pronunciation of the primary unit sound in the seven subjects can be distinguished from the acceptable pronunciation on the resonance peak, but for vowel [,], Further research is needed on how to distinguish the acceptable pronunciation from the defective pronunciation. The main problems of the subjects for the pronunciation of the seven primary unit sounds in Chinese are as follows: in vowels, the pronunciation position tends to be loosened; However, the vowels [yong,] are not fixed in pronunciation, and it is difficult to distinguish the vowels before and after the tip of the tongue.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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本文編號(hào)：1938324