【摘要】：本研究考察了初中高級印尼、韓、泰留學(xué)生漢語單字調(diào)的習(xí)得情況，對其產(chǎn)生的偏誤進行原因分析，并提出了針對性的教學(xué)策略。 對于印尼學(xué)生來說，聲調(diào)習(xí)得情況最差的是上聲和陽平。初級印尼學(xué)生易將陽平和上聲混淆，中高級學(xué)生陽平習(xí)得情況有所進步，但整體調(diào)值還是偏低。印尼留學(xué)生上聲拐點調(diào)高掌握較好，但初級留學(xué)生拐點偏前。韓國留學(xué)生聲調(diào)習(xí)得難點也在陽平和上聲，韓國各組別留學(xué)生都混淆了陽平和上聲，且都沒有掌握上聲的起點和拐點位置。至于泰國學(xué)生，，陰平調(diào)調(diào)值過低且都混淆了陽平和上聲調(diào)型。 三國留學(xué)生都容易習(xí)得的聲調(diào)是去聲，各國留學(xué)生聲調(diào)調(diào)域偏誤大于調(diào)型偏誤且陽平調(diào)開始上升幅度不大。印尼和韓國留學(xué)生習(xí)得陽平和上聲難于陰平和去聲，而泰國留學(xué)生習(xí)得陰平和陽平難于去聲和上聲。韓泰留學(xué)生都易將陽平調(diào)型與上聲調(diào)型混淆，不同的是，在聽覺上我們易將泰國學(xué)生的陽平調(diào)和上聲調(diào)區(qū)分開來，原因是他們拐點位置較準(zhǔn)確。 通過對三國留學(xué)生漢語聲調(diào)習(xí)得情況進行分析描寫，我們對他們單字調(diào)習(xí)得情況有了初步了解，本文認(rèn)為學(xué)習(xí)者母語的遷移作用、漢語語音知識掌握不足以及教材和教法問題影響了他們漢語聲調(diào)的習(xí)得，造成了一些語音偏誤。筆者提出了在實際的教學(xué)過程中要培養(yǎng)漢語語感、加強聲調(diào)知識的傳授并延長聲調(diào)教學(xué)時間，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，并分國別分層次針對性地進行聲調(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)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195

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