斯里蘭卡留學(xué)生學(xué)習(xí)漢語語音的偏誤分析和教學(xué)對策
發(fā)布時間：2018-12-20 09:44
【摘要】：本文針對斯里蘭卡學(xué)生在學(xué)習(xí)漢語語音時產(chǎn)生的偏誤進行了詳細分析，從漢語的聲、韻、調(diào)三方面闡述了斯里蘭卡學(xué)生學(xué)習(xí)漢語語音時學(xué)生母語（僧伽羅語）產(chǎn)生的正、負遷移作用。 斯里蘭卡學(xué)生學(xué)習(xí)漢語聲母時，出現(xiàn)的偏誤主要集中在5個方面。1.送氣和不送氣混淆。漢、僧兩語中都有送氣和不送氣的對立，但漢語送氣音介于漢語不送氣音和僧伽羅語強送氣音之間。這種情況造成學(xué)生在聽辨的過程中誤把送氣音聽成不送氣音。2.清濁混淆。漢語的塞音、塞擦音不存在清濁的對立（僅有的4個濁輔音是鼻音、邊音和濁擦音，其它均為清輔音）。僧伽羅語中存在清濁對立，學(xué)生在單獨朗讀聲母時容易將不送氣清輔音發(fā)成濁輔音。3.舌尖位置（舌尖前、舌尖中和舌尖后）混淆。僧伽羅語中的t、d為齒化、舌尖前音，發(fā)音位置比漢語的舌尖中音t、d位置靠前，因而學(xué)生在發(fā)音時受母語負遷移的影響出現(xiàn)誤讀。4.用舌尖代替舌面發(fā)音。僧伽羅語中沒有舌面音，因此在發(fā)漢語輔音j、q、x時，用舌尖代替舌面發(fā)音，讀成z、c、s或zh、ch、sh。5.塞擦音和擦音混淆。由于發(fā)音時對塞擦音和擦音的發(fā)音原理不清，導(dǎo)致在發(fā)j、q、x，z、c、s，zh、ch、sh、r這三組音時，每組內(nèi)部出現(xiàn)相互混淆顯現(xiàn)。 斯里蘭卡學(xué)生學(xué)習(xí)漢語韻母時，偏誤主要集中在漢語元音的語音變體未被明確標(biāo)注和由《漢語拼音方案》的省寫規(guī)則造成的誤讀這兩個方面。其中的偏誤突出表現(xiàn)在漢語韻母i和ü的偏誤上。 在聲調(diào)方面，本文主要研究了斯里蘭卡學(xué)生讀漢語單字4個聲調(diào)時產(chǎn)生的偏誤。斯里蘭卡學(xué)生讀漢語單字四聲時的特點是音高過低，音質(zhì)過短。研究表明斯里蘭卡學(xué)生學(xué)習(xí)4個聲調(diào)從難到易的順序為：三聲、二聲、四聲、一聲。一聲是他們發(fā)的最好的聲調(diào)，三聲最難，，是因為僧伽羅語沒有聲調(diào)，學(xué)生習(xí)慣于波浪式的曲折語調(diào)式的朗讀方式，并將之帶入到漢語聲調(diào)的學(xué)習(xí)中。
[Abstract]:This paper makes a detailed analysis of the errors caused by Sri Lankan students' learning Chinese pronunciation, and expounds the positive effects of Sri Lankan students' mother tongue (Sinhala) when learning Chinese pronunciation from three aspects: Chinese sound, rhyme and tone. Negative migration. When Sri Lankan students learn Chinese consonants, the errors mainly focus on five aspects. 1. Exhalation is confused with non-exhalation. In both Chinese and Sinhalese, there is the opposition between exhalation and non-exhalation, but the sound of Chinese exhalation is between the non-exhaling sound and the strong exhalation sound of Sinhalese. This situation causes students in the process of listening to the insufflation sound into a non-aspirated sound. 2. Clear the turbid confusion. There is no antithesis in Chinese syllable and syllable (only 4 turbid consonants are nasal, side and turbid, and others are clear consonant). In Sinhalese, there is a clear opposites, students read the consonant alone when easily invigorated clear consonants into turbid consonants. 3. The position of the tip of the tongue (the tip of the tongue, the tip of the tongue and the back of the tip of the tongue) is confused. In Sinhalese, tpd is toothed, the phonetic position is higher than that in Chinese, and the students misread it under the influence of the negative transfer of their mother tongue. 4. Replace the tongue with the tip of the tongue. In Sinhala, there is no tongue-face sound, so in the Chinese consonant JJ QI x, use the tip of the tongue instead of the tongue and pronounce it as zhancs or zh,ch,sh.5.. Syllable and syllable are confused. Due to the unclear pronunciation principle of the syllable and the erasure, each group appears to be confused with each other in the three groups of pronunciation. When Sri Lankan students learn Chinese vowels, the errors mainly focus on the two aspects: the phonetic variants of Chinese vowels are not clearly marked and the misreading caused by the provincial writing rules of the Pinyin Scheme. The errors of Chinese vowels I and 眉 are prominent. In terms of tone, this paper mainly studies the errors of Sri Lankan students in reading Chinese characters. Sri Lankan students are characterized by low pitch and short tone when reading Chinese monographs. The study shows that Sri Lankan students learn four tones in order from difficulty to ease: three, two, four and one. One is their best tone, the third is the most difficult, because Sinhala has no tone, students are used to wave-like, zigzag intonation, and bring it into the study of Chinese tones.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
本文編號：2387814
[Abstract]:This paper makes a detailed analysis of the errors caused by Sri Lankan students' learning Chinese pronunciation, and expounds the positive effects of Sri Lankan students' mother tongue (Sinhala) when learning Chinese pronunciation from three aspects: Chinese sound, rhyme and tone. Negative migration. When Sri Lankan students learn Chinese consonants, the errors mainly focus on five aspects. 1. Exhalation is confused with non-exhalation. In both Chinese and Sinhalese, there is the opposition between exhalation and non-exhalation, but the sound of Chinese exhalation is between the non-exhaling sound and the strong exhalation sound of Sinhalese. This situation causes students in the process of listening to the insufflation sound into a non-aspirated sound. 2. Clear the turbid confusion. There is no antithesis in Chinese syllable and syllable (only 4 turbid consonants are nasal, side and turbid, and others are clear consonant). In Sinhalese, there is a clear opposites, students read the consonant alone when easily invigorated clear consonants into turbid consonants. 3. The position of the tip of the tongue (the tip of the tongue, the tip of the tongue and the back of the tip of the tongue) is confused. In Sinhalese, tpd is toothed, the phonetic position is higher than that in Chinese, and the students misread it under the influence of the negative transfer of their mother tongue. 4. Replace the tongue with the tip of the tongue. In Sinhala, there is no tongue-face sound, so in the Chinese consonant JJ QI x, use the tip of the tongue instead of the tongue and pronounce it as zhancs or zh,ch,sh.5.. Syllable and syllable are confused. Due to the unclear pronunciation principle of the syllable and the erasure, each group appears to be confused with each other in the three groups of pronunciation. When Sri Lankan students learn Chinese vowels, the errors mainly focus on the two aspects: the phonetic variants of Chinese vowels are not clearly marked and the misreading caused by the provincial writing rules of the Pinyin Scheme. The errors of Chinese vowels I and 眉 are prominent. In terms of tone, this paper mainly studies the errors of Sri Lankan students in reading Chinese characters. Sri Lankan students are characterized by low pitch and short tone when reading Chinese monographs. The study shows that Sri Lankan students learn four tones in order from difficulty to ease: three, two, four and one. One is their best tone, the third is the most difficult, because Sinhala has no tone, students are used to wave-like, zigzag intonation, and bring it into the study of Chinese tones.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：H195.3
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