本文選題：音節(jié)時(shí)長(zhǎng) + 詞性�。� 參考：《暨南大學(xué)》2013年碩士論文

【摘要】：以漢語(yǔ)作為第二語(yǔ)言的留學(xué)生在運(yùn)用漢語(yǔ)進(jìn)行交流或者自然會(huì)話時(shí)，總帶著一種“怪怪的”腔調(diào)，這種腔調(diào)被稱(chēng)為“洋腔洋調(diào)”。“洋腔洋調(diào)”問(wèn)題一直被受語(yǔ)音研究專(zhuān)家所關(guān)注。研究發(fā)現(xiàn)，留學(xué)生的“洋腔洋調(diào)”問(wèn)題，除了與漢語(yǔ)普通話的聲韻調(diào)等音段特征有關(guān)，還與漢語(yǔ)普通話的音長(zhǎng)、音高等超音段特征因素相關(guān)。中國(guó)人在朗讀說(shuō)話時(shí)，句內(nèi)各音節(jié)的時(shí)長(zhǎng)不是固定不變的，而是會(huì)根據(jù)語(yǔ)法結(jié)構(gòu)和語(yǔ)義表達(dá)的需要產(chǎn)生延長(zhǎng)或縮短的變化。但是以漢語(yǔ)作為第二語(yǔ)言的留學(xué)生在朗讀漢語(yǔ)句子和用漢語(yǔ)進(jìn)行會(huì)話時(shí)由于沒(méi)有掌握漢語(yǔ)句中音節(jié)時(shí)長(zhǎng)長(zhǎng)短變化的特征和規(guī)律而產(chǎn)生了各種偏誤。本研究從語(yǔ)音實(shí)驗(yàn)的角度出發(fā)，，深入研究了泰國(guó)、印尼和韓國(guó)三個(gè)國(guó)家的留學(xué)生朗讀漢語(yǔ)句子時(shí)句內(nèi)音節(jié)時(shí)長(zhǎng)的偏誤特征。研究發(fā)現(xiàn)：泰國(guó)、印尼、韓國(guó)三個(gè)國(guó)家的留學(xué)生對(duì)句子中的副詞、介詞、助詞等虛詞的音節(jié)時(shí)長(zhǎng)都把握得不好，在朗讀時(shí)這些詞語(yǔ)的音節(jié)時(shí)長(zhǎng)值與中國(guó)學(xué)生相比都延長(zhǎng)了很多；另外留學(xué)生對(duì)漢語(yǔ)的一些特殊句式中的音節(jié)時(shí)長(zhǎng)也把握得不好，三個(gè)國(guó)家的留學(xué)生在朗讀時(shí)往往把句子中一些特殊成分的音節(jié)時(shí)長(zhǎng)也大大地延長(zhǎng)。把漢語(yǔ)句子中的虛詞或者特殊句式的特殊成分的音節(jié)時(shí)長(zhǎng)大大延長(zhǎng)的結(jié)果是生硬地拆分了漢語(yǔ)句子中短語(yǔ)以及常用語(yǔ)塊等的固定結(jié)構(gòu)，改變了漢語(yǔ)句子中語(yǔ)塊結(jié)構(gòu)以及整個(gè)句子音節(jié)時(shí)長(zhǎng)的重點(diǎn)位置，造成了音節(jié)時(shí)長(zhǎng)偏誤。泰、印、韓三個(gè)國(guó)家的留學(xué)生漢語(yǔ)句子中音節(jié)時(shí)長(zhǎng)的偏誤程度因留學(xué)生的漢語(yǔ)習(xí)得水平和母語(yǔ)背景的不同而有所差異：同一個(gè)國(guó)家的留學(xué)生當(dāng)中，漢語(yǔ)習(xí)得水平越高，漢語(yǔ)句子音節(jié)時(shí)長(zhǎng)偏誤的程度越低；同一漢語(yǔ)習(xí)得水平的留學(xué)生當(dāng)中，印尼留學(xué)生對(duì)漢語(yǔ)句子音節(jié)時(shí)長(zhǎng)的把握比泰國(guó)學(xué)生和韓國(guó)學(xué)生要好，泰國(guó)學(xué)生對(duì)漢語(yǔ)句子音節(jié)時(shí)長(zhǎng)的把握比韓國(guó)學(xué)生稍好，但在具體的句子中這種差異會(huì)有變化。
[Abstract]:The foreign students who use Chinese as their second language always take a "strange" tone when they use Chinese for communication or natural conversation, which is called "foreign tune". The issue of foreign tonality has always been concerned by phonological experts. It is found that the foreign students'"foreign tone" problem is related not only to the phonological and phonological features of Chinese Putonghua, but also to the supersonic segment characteristics such as length and pitch of Chinese Putonghua. The duration of each syllable in the sentence is not fixed when the Chinese read aloud, but it will be prolonged or shortened according to the need of grammatical structure and semantic expression. However, the foreign students who take Chinese as their second language have a variety of errors in reading Chinese sentences and conversing in Chinese because they have not grasped the characteristics and rules of the length and duration of syllables in Chinese sentences. From the perspective of phonological experiments, this study makes a thorough study of the errors in the duration of syllable in sentences of Thai, Indonesian and Korean students. The study found that the foreign students from Thailand, Indonesia and South Korea did not grasp the syllable length of adverbs, prepositions and auxiliary words in sentences, and the syllable duration of these words was much longer than that of Chinese students. In addition, the foreign students do not hold well the syllables in some special sentence patterns of Chinese, and the students from three countries tend to prolong the syllables of some special components in sentences when they read aloud. The result of greatly prolonging the syllable duration of function words or special components of Chinese sentences is that the fixed structures of phrases and common phrases in Chinese sentences are broken up. It changes the chunks structure and the key position of the syllable duration of the whole sentence, which results in the syllable length bias. The degree of syllable errors in Chinese sentences of foreign students from Thailand, India and South Korea is different from that of foreign students' Chinese acquisition level and native language background: the higher the level of Chinese acquisition, the higher the level of Chinese acquisition among students from the same country. Among the students with the same level of acquisition of Chinese, the Indonesian students had a better grasp of the duration of the syllable of Chinese sentences than the Thai and Korean students. Thai students have a better grasp of the syllable duration of Chinese sentences than Korean students, but the differences may change in specific sentences.
【學(xué)位授予單位】：暨南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195.3

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本文編號(hào)：2060679