【摘要】：本文以初、中、高不同漢語(yǔ)水平的韓國(guó)學(xué)習(xí)者的為研究對(duì)象,以16種組合的雙音節(jié)詞為研究材料,采用聽(tīng)辨標(biāo)注的方法,考察了不同水平韓國(guó)學(xué)習(xí)者聲調(diào)聽(tīng)辨掌握情況。根據(jù)第一次聽(tīng)辨實(shí)驗(yàn)結(jié)果,筆者對(duì)初、中、高級(jí)水平學(xué)生共同的聲調(diào)組合難點(diǎn)——2+2組合,進(jìn)行了第二次針對(duì)性聽(tīng)辨測(cè)試,以了解不同的語(yǔ)音環(huán)境、詞頻和音節(jié)前后位置對(duì)韓國(guó)學(xué)習(xí)者聲調(diào)聽(tīng)辨的影響,并根據(jù)聽(tīng)辨實(shí)驗(yàn)結(jié)果提出相應(yīng)的教學(xué)建議,為對(duì)外漢語(yǔ)語(yǔ)音教學(xué)提供一定的借鑒和幫助。本文共分為五章,第一章為對(duì)外漢語(yǔ)教學(xué)聲調(diào)研究概況,在此基礎(chǔ)上確定本文的研究對(duì)象和目的,并對(duì)本文的理論基礎(chǔ)和研究方法進(jìn)行闡述,從而明確本文的研究意義。第二章是韓國(guó)學(xué)習(xí)者兩字組聲調(diào)聽(tīng)辨實(shí)驗(yàn)分析。首先進(jìn)行實(shí)驗(yàn)設(shè)計(jì),其次分別對(duì)初、中、高級(jí)水平的韓國(guó)學(xué)習(xí)者的聲調(diào)聽(tīng)辨結(jié)果進(jìn)行統(tǒng)計(jì)和分析。第三章是兩字組聲調(diào)針對(duì)性聽(tīng)辨分析,先闡明實(shí)驗(yàn)設(shè)計(jì),然后對(duì)高級(jí)水平韓國(guó)學(xué)習(xí)者的2+2組合的聽(tīng)辨結(jié)果,分語(yǔ)音環(huán)境、詞頻、音節(jié)前后位置三個(gè)方面進(jìn)行描述和分析。第四章為韓國(guó)學(xué)習(xí)者聲調(diào)組合偏誤原因及教學(xué)建議,第五章為結(jié)論。語(yǔ)音教學(xué)是長(zhǎng)期任務(wù),應(yīng)伴隨整個(gè)對(duì)外漢語(yǔ)教學(xué)始終。不同階段的學(xué)生聽(tīng)辨情況不同,對(duì)外漢語(yǔ)工作者應(yīng)該對(duì)韓國(guó)初、中、高級(jí)學(xué)生的聲調(diào)輸入情況有清楚的認(rèn)知,然后針對(duì)不同階段學(xué)習(xí)者的學(xué)習(xí)情況對(duì)癥下藥。本文通過(guò)對(duì)不同水平的韓國(guó)學(xué)習(xí)者的兩字組詞進(jìn)行聽(tīng)辨測(cè)試,得出三個(gè)級(jí)別的共同難點(diǎn)組合,并對(duì)其進(jìn)行針對(duì)性聽(tīng)辨實(shí)驗(yàn)和分析,總結(jié)偏誤原因,提出教學(xué)建議,為教師的語(yǔ)音教學(xué)工作提供借鑒和幫助。因此,本文的研究可以為對(duì)外漢語(yǔ)教學(xué)實(shí)踐提供參考價(jià)值,有一定的理論和實(shí)踐意義。
[Abstract]:Taking Korean learners with different levels of Chinese at the beginning, middle and high levels as the research objects, and using 16 combinations of dicyllabic words as the research materials, this paper investigates the tone listening comprehension of Korean learners at different levels by using the method of audition marking. According to the results of the first audition experiment, the author conducted a second targeted audition test to understand the different phonetic environments of the students at the primary, middle and advanced level, who had the same difficulty in tone combination 22. The influence of word frequency and syllable position on tone listening of Korean learners is discussed, and the corresponding teaching suggestions are put forward according to the results of audition experiment, which can be used for reference and help in the teaching of Chinese pronunciation as a foreign language. This paper is divided into five chapters. The first chapter is a survey of tone research in teaching Chinese as a foreign language. On this basis, the research object and purpose of this paper are determined, and the theoretical basis and research methods of this paper are expounded, so as to clarify the significance of this study. The second chapter is the Korean learners two-word group tone audition experiment analysis. First, the experimental design is carried out, and then the results of tone listening of Korean learners at the initial, middle and advanced levels are statistically analyzed. The third chapter is the two-character group tone targeted audition analysis, first clarifies the experimental design, then describes and analyzes the listening results of 22 combination of advanced level Korean learners, including phonetic environment, word frequency, and position before and after syllable. The fourth chapter is the reasons of Korean learners' tone combination bias and the teaching suggestions, and the fifth chapter is the conclusion. Phonetic teaching is a long-term task and should be accompanied by the whole teaching of Chinese as a foreign language. Students at different stages should have a clear understanding of the intonation of the initial, middle and advanced students in Korea, and then apply the appropriate remedy to the learning situation of the learners at different stages. Based on the audition test of two-word group of Korean learners at different levels, this paper obtains the common difficulty combination of three levels, and carries on the targeted audition experiment and analysis, summarizes the causes of errors, and puts forward some teaching suggestions. To provide reference and help for teachers' phonetic teaching. Therefore, the research of this paper can provide reference value for teaching Chinese as a foreign language, and has certain theoretical and practical significance.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195.3

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