【摘要】：本研究考察了初中高級(jí)印尼、韓、泰留學(xué)生漢語(yǔ)單字調(diào)的習(xí)得情況，對(duì)其產(chǎn)生的偏誤進(jìn)行原因分析，并提出了針對(duì)性的教學(xué)策略。 對(duì)于印尼學(xué)生來(lái)說(shuō)，聲調(diào)習(xí)得情況最差的是上聲和陽(yáng)平。初級(jí)印尼學(xué)生易將陽(yáng)平和上聲混淆，中高級(jí)學(xué)生陽(yáng)平習(xí)得情況有所進(jìn)步，但整體調(diào)值還是偏低。印尼留學(xué)生上聲拐點(diǎn)調(diào)高掌握較好，但初級(jí)留學(xué)生拐點(diǎn)偏前。韓國(guó)留學(xué)生聲調(diào)習(xí)得難點(diǎn)也在陽(yáng)平和上聲，韓國(guó)各組別留學(xué)生都混淆了陽(yáng)平和上聲，，且都沒有掌握上聲的起點(diǎn)和拐點(diǎn)位置。至于泰國(guó)學(xué)生，陰平調(diào)調(diào)值過低且都混淆了陽(yáng)平和上聲調(diào)型。 三國(guó)留學(xué)生都容易習(xí)得的聲調(diào)是去聲，各國(guó)留學(xué)生聲調(diào)調(diào)域偏誤大于調(diào)型偏誤且陽(yáng)平調(diào)開始上升幅度不大。印尼和韓國(guó)留學(xué)生習(xí)得陽(yáng)平和上聲難于陰平和去聲，而泰國(guó)留學(xué)生習(xí)得陰平和陽(yáng)平難于去聲和上聲。韓泰留學(xué)生都易將陽(yáng)平調(diào)型與上聲調(diào)型混淆，不同的是，在聽覺上我們易將泰國(guó)學(xué)生的陽(yáng)平調(diào)和上聲調(diào)區(qū)分開來(lái)，原因是他們拐點(diǎn)位置較準(zhǔn)確。 通過對(duì)三國(guó)留學(xué)生漢語(yǔ)聲調(diào)習(xí)得情況進(jìn)行分析描寫，我們對(duì)他們單字調(diào)習(xí)得情況有了初步了解，本文認(rèn)為學(xué)習(xí)者母語(yǔ)的遷移作用、漢語(yǔ)語(yǔ)音知識(shí)掌握不足以及教材和教法問題影響了他們漢語(yǔ)聲調(diào)的習(xí)得，造成了一些語(yǔ)音偏誤。筆者提出了在實(shí)際的教學(xué)過程中要培養(yǎng)漢語(yǔ)語(yǔ)感、加強(qiáng)聲調(diào)知識(shí)的傳授并延長(zhǎng)聲調(diào)教學(xué)時(shí)間，采用多種教學(xué)法相結(jié)合并調(diào)整傳統(tǒng)聲調(diào)教學(xué)順序，先教半上，并分國(guó)別分層次針對(duì)性地進(jìn)行聲調(diào)訓(xùn)練。
[Abstract]:This study investigates the acquisition of Chinese monologue in junior middle school students from Indonesia, Korea and Thailand, analyzes the causes of the errors, and puts forward targeted teaching strategies. For Indonesian students, the worst acquisition of tone is Shangsheng and Yangping. Primary Indonesian students tend to confuse Yangping with Shangsheng. The acquisition of Yangping by middle and advanced students is improved, but the overall adjustment value is still low. Indonesia international students on the inflection point better grasp, but the primary international student inflection point ahead. The difficulty of tone acquisition of Korean students lies in Yangping and Shangsheng. All the Korean students in different groups have confused Yangping and Shangsheng, and they have not grasped the starting point and inflection point of Shangsheng. As for Thai students, the Yin-Ping adjustment value is too low and both confuse Yangping and uptone type. The foreign students of all three countries are easy to learn the tone of the de-tone, the foreign students from all over the world have greater errors in the tone adjustment domain than the tone errors, and the rising range of the positive and horizontal tone is not large. Indonesian and Korean students learn Yangping and Shangsheng are more difficult than Yin Ping and dissonant, while Thai students learn Yin Ping and Yang Ping are difficult to dissonate and sing. Korean and Thai students tend to confuse the Yang flat tone type with the upper tone type. The difference is that in the sense of hearing we can easily distinguish the Thai students' Yangping tone from the upper tone because their inflection point is more accurate. Through the analysis and description of the acquisition of Chinese tone among the three foreign students, we have a preliminary understanding of their acquisition of single tone. The deficiency of Chinese phonetic knowledge and the problems of teaching materials and teaching methods affect their acquisition of Chinese tone, which results in some phonological errors. The author puts forward that in the course of practical teaching, we should cultivate the sense of Chinese language, strengthen the teaching of tone knowledge and extend the teaching time of tone, adopt a variety of teaching methods and adjust the order of traditional tone teaching. At the same time, the tone training is carried out at different levels.
【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
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 馮麗萍,胡秀梅;零起點(diǎn)韓國(guó)學(xué)生陽(yáng)平二字組聲調(diào)格局研究[J];漢語(yǔ)學(xué)習(xí);2005年04期

2 胡曉研;;韓國(guó)學(xué)生漢語(yǔ)中介語(yǔ)語(yǔ)音模式分析[J];漢語(yǔ)學(xué)習(xí);2007年01期

3 宋春陽(yáng);談對(duì)韓國(guó)學(xué)生的語(yǔ)音教學(xué)──難音及對(duì)策[J];南開學(xué)報(bào);1998年03期

4 董琳莉;印尼華裔學(xué)生學(xué)習(xí)普通話語(yǔ)音的難點(diǎn)及其克服辦法[J];汕頭大學(xué)學(xué)報(bào);1997年02期

5 李紅印;;泰國(guó)學(xué)生漢語(yǔ)學(xué)習(xí)的語(yǔ)音偏誤[J];世界漢語(yǔ)教學(xué);1995年02期

6 劉藝;;日韓學(xué)生的漢語(yǔ)聲調(diào)分析[J];世界漢語(yǔ)教學(xué);1998年01期

7 葉軍;《對(duì)外漢語(yǔ)教學(xué)語(yǔ)音大綱》初探[J];云南師范大學(xué)學(xué)報(bào);2003年04期

8 高玉娟;李寶貴;;韓國(guó)留學(xué)生漢語(yǔ)聲調(diào)習(xí)得偏誤的聲學(xué)研究[J];云南師范大學(xué)學(xué)報(bào);2006年01期

9 王韞佳;也談美國(guó)人學(xué)習(xí)漢語(yǔ)聲調(diào)[J];語(yǔ)言教學(xué)與研究;1995年03期

10 關(guān)鍵!300071;聲調(diào)教學(xué)改革初探[J];語(yǔ)言教學(xué)與研究;2000年04期

本文編號(hào)：2253989