發(fā)布時(shí)間：2018-07-14 10:57

【摘要】：漢語語音教學(xué)是對外漢語教學(xué)的基礎(chǔ)和重中之重,它直接影響到后期漢字、詞匯及語法教學(xué)的展開。漢語和土耳其語屬于完全不同的語系,二者語音之間差別很大,這給土耳其學(xué)生漢語語音學(xué)習(xí)帶來了不便。隨著來華學(xué)習(xí)漢語的土耳其留學(xué)生與日俱增,研究土耳其留學(xué)生漢語語音習(xí)得偏誤就顯得很有必要。針對土耳其學(xué)生漢語語音習(xí)得偏誤的研究,不僅能為土耳其學(xué)生學(xué)習(xí)漢語提供幫助,也能為漢語教師的對外漢語教學(xué)提供便利。 本文分三部分對初中級漢語水平土耳其留學(xué)生在學(xué)習(xí)漢語語音時(shí)產(chǎn)生的偏誤進(jìn)行了詳細(xì)地分析。第一部分為論文的引言。第二部分為論文的主要部分,分三個(gè)章節(jié)分別闡述土耳其學(xué)生在學(xué)習(xí)漢語語音時(shí)出現(xiàn)的聲母、韻母、聲調(diào)方面的偏誤情況及針對不同偏誤提出的相應(yīng)的教學(xué)建議。通過分析,筆者總結(jié)出土耳其留學(xué)生學(xué)習(xí)漢語聲母時(shí)的語音難點(diǎn)和偏誤主要存在于漢語的送氣音、不送氣音、塞擦音、舌尖后音、舌面音、舌面后音,出現(xiàn)這些偏誤的主要原因是語際遷移、語內(nèi)遷移以及教師和課堂的問題；韻母的偏誤主要集中在單元音韻母e、er、u、i,復(fù)元音韻母、鼻韻母等,導(dǎo)致這些偏誤的主要原因是語際遷移、語內(nèi)遷移和漢語拼音方案的誤導(dǎo)；聲調(diào)學(xué)習(xí)的難點(diǎn)是二聲、三聲以及流音變中的上聲、輕聲、一不變調(diào)偏誤。論文第三部分是對論文主要內(nèi)容及研究不足之處的總結(jié)。
[Abstract]:Chinese phonetics teaching is the foundation and the most important part of teaching Chinese as a foreign language, which directly affects the development of the teaching of Chinese characters, vocabulary and grammar in the later period. Chinese and Turkish belong to a completely different language family, and there is a great difference between them, which brings inconvenience to Turkish students' learning of Chinese pronunciation. With the increasing number of Turkish students studying Chinese in China, it is necessary to study the errors in the acquisition of Chinese pronunciation by Turkish students. The research on the errors in the acquisition of Chinese pronunciation by Turkish students can not only help Turkish students to learn Chinese, but also facilitate the teaching of Chinese as a foreign language for Chinese teachers. This paper analyzes in detail the errors caused by Turkish students in learning Chinese pronunciation. The first part is the introduction of the paper. The second part is the main part of the thesis, which is divided into three chapters: the errors in initials, vowels and tones of Turkish students in learning Chinese pronunciation, and the corresponding teaching suggestions for different errors. Based on the analysis, the author concludes that the difficulties and errors of Turkish students in learning Chinese consonants are mainly in the insufflation tone, non-aspirating sound, impingement sound, post-tongue tone, and the back tone of the tongue. The main causes of these errors are interlingual transfer, intralingual transfer and teacher and classroom problems, while the errors of vowel and nasal vowel are mainly caused by interlingual transfer, while the errors of vowel are mainly concentrated in unit vowel, nasal vowel, etc. Intralingual transfer and misdirection of Pinyin scheme; the difficulties in tone learning are second, third and the upper, soft and unaltered tone errors in flutter. The third part is a summary of the main contents and research deficiencies.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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