本文選題：漢語語音　切入點(diǎn)：語音偏誤　出處：《吉林大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：尼泊爾大學(xué)生使用尼泊爾語和本土化的英語,二者的語音系統(tǒng)共同影響他們學(xué)習(xí)漢語語音。在聲母、韻母和聲調(diào)上,尼泊爾大學(xué)生學(xué)習(xí)漢語語音偏誤都很嚴(yán)重。由于發(fā)音障礙而產(chǎn)生的發(fā)音殘缺或混淆稱作障礙性偏誤;不存在發(fā)音障礙,由于語音規(guī)則不明而產(chǎn)生的偏誤稱作混淆性偏誤。障礙性偏誤初期糾正難,但是復(fù)發(fā)性低;混淆性偏誤初期糾正容易,但是具有頑固性,容易復(fù)發(fā)。聲母方面,m、n、l、s完全不存在偏誤;b、p、d、t、g、k不存在發(fā)音障礙,但是送氣音往往誤發(fā)為不送氣音,不送氣音誤發(fā)為相同發(fā)音部位的濁音;f、h主要存在發(fā)音障礙問題;j、q、x由于發(fā)音障礙容易與z、c、s混淆或者內(nèi)部相互混淆;zh、ch、sh由于發(fā)音障礙容易與zh、ch、sh混淆或者內(nèi)部相互混淆;r的情況比較復(fù)雜。除了送氣不送氣音清濁音的混淆,其它偏誤都是障礙性偏誤。韻母方面的偏誤主要表現(xiàn)為ü[y]、-i[?]、-i[?]、er[?]的發(fā)音障礙,i發(fā)[i]與[?]、[?]的混淆,ü省略兩點(diǎn)帶來的混淆,舌面元音e的四個(gè)音位變體之間的混淆,還有其它一些偏誤。聲調(diào)方面主要是發(fā)音障礙,尤其是陽平,不僅發(fā)音難,還容易與其它聲調(diào)混淆;上聲并非最難;去聲和陰平較容易。偏誤的原因有語際負(fù)遷移、目的語負(fù)遷移和教學(xué)策略不當(dāng)?shù)纫蛩亍Ｄ岵礌栒Z語音同化英語的內(nèi)在規(guī)律,同樣影響著學(xué)習(xí)者學(xué)習(xí)漢語語音。目的語負(fù)遷移也反映了漢語拼音系統(tǒng)本身不完善的地方。針對(duì)偏誤,本文給出了偏誤教學(xué)的原則和偏誤情況的具體的解決方法。對(duì)于尼泊爾大學(xué)生的漢語語音教學(xué),可以多教一些理論,輔以合理的方法。障礙性偏誤,應(yīng)更多重視發(fā)音方法的選擇和發(fā)音操練。混淆性偏誤應(yīng)多注意理論知識(shí)的合理傳授及配合語音材料進(jìn)行操練。
[Abstract]:Nepalese college students use both Nepali and native English, and their phonetic systems affect their learning of Chinese pronunciation. In consonants, vowels and tones, The phonetic errors of Nepalese college students in learning Chinese are very serious. The speech defects or confusion caused by pronunciation disorders are called obstacle errors; there is no pronunciation disorder. The errors caused by unclear phonetic rules are called confusing errors. The initial correction of obstacle bias is difficult, but the recurrence is low; the initial correction of confusion bias is easy, but it is obstinate. It is easy to recur. There is no bias at all in the consonants. There are no phonetic disorders, but the insufflation sounds are often mispronounced as non-aspirating sounds. The main problem of voicing disorder is that the insufflation is easily confused with zongcs or interiorly with each other, because the pronunciation disorder is easily confused with zhangchansh or is confused with each other internally. The situation is more complicated. Except for the confusion of the breath, not the breath, the purge, The other errors are obstacle errors. The errors in vowels are mainly shown as 眉 [y] -i [? [? ] ,er [? Pronunciation disorder [I] and [? ], [? The confusion caused by the omission of two points, the confusion between the four phonetic variants of tongue vowel e, and some other errors. In tone aspect, it is mainly phonetic disorder, especially Yangping, which is not only difficult to pronounce, but also easy to be confused with other tones; Upper voice is not the most difficult; it is easier to dissonate and dull. The causes of errors are negative transfer between languages, negative transfer of target language and improper teaching strategy. The negative transfer of target language also reflects the imperfections of the Chinese phonetic system. This paper gives the principle of error teaching and the concrete solution to the error situation. For the Chinese pronunciation teaching of Nepalese college students, we can teach more theories and reasonable methods. More attention should be paid to the choice of pronunciation methods and pronunciation practice, and more attention should be paid to the reasonable teaching of theoretical knowledge and the practice of phonetic materials.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H195

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