本文選題：英語官方語　切入點(diǎn)：聲調(diào)　出處：《山東大學(xué)》2017年碩士論文

【摘要】：漢語是聲調(diào)語言,英語是語調(diào)語言。聲調(diào)在漢語中具有區(qū)別意義的作用,如"李"和"力",二者具有相同的聲母和韻母,但是聲調(diào)不同,意義不同。語調(diào)語言中單詞沒有固定聲調(diào),但是句末會依靠降調(diào)和升調(diào)區(qū)分意義。來自英語國家的留學(xué)生在學(xué)習(xí)漢語時普遍認(rèn)為聲調(diào)最難掌握,很多學(xué)生甚至學(xué)了幾年漢語依然存在聲調(diào)問題。英語國家包括以英語為母語的國家,如美國、澳大利亞,還包括以英語為官方語言的國家,如贊比亞、坦桑尼亞等。本文僅以贊比亞、牙買加、加納等英語官方語國家的留學(xué)生為研究對象,通過聲調(diào)聽辨實(shí)驗(yàn)和聲調(diào)發(fā)音實(shí)驗(yàn),全面考察初級階段漢語學(xué)習(xí)者的聲調(diào)習(xí)得情況。全文共分為六個部分。第一部分,緒論。介紹了本文的選題緣由和意義�？偨Y(jié)了前人對聲調(diào)本體的研究、英語之外的語言背景的學(xué)習(xí)者聲調(diào)習(xí)得研究、專門針對英語國家漢語學(xué)習(xí)者的聲調(diào)習(xí)得研究。主要圍繞聲調(diào)感知和聲調(diào)產(chǎn)出兩個方面展開敘述。最后提出了本文所要研究的問題。第二部分,聲調(diào)習(xí)得實(shí)驗(yàn)設(shè)計(jì)與實(shí)施。設(shè)計(jì)部分介紹了實(shí)驗(yàn)對象、實(shí)驗(yàn)方法、實(shí)驗(yàn)材料、實(shí)驗(yàn)時間的選取。實(shí)施部分?jǐn)⑹隽寺曊{(diào)習(xí)得實(shí)驗(yàn)的具體操作。包括問卷的編制、實(shí)驗(yàn)實(shí)施過程和后期數(shù)據(jù)處理方法。第三部分,聲調(diào)聽辨實(shí)驗(yàn)結(jié)果分析。統(tǒng)計(jì)并分析了學(xué)習(xí)者聽辨單字調(diào)、雙字調(diào)、三字調(diào)的偏誤率和偏誤類型。對比了三種音節(jié)環(huán)境下學(xué)習(xí)者的聲調(diào)聽辨表現(xiàn),發(fā)現(xiàn)聽辨偏誤率隨音節(jié)個數(shù)的增加而增加,聽辨偏誤類型也存在一定程度的一致性,即在單字中易出現(xiàn)的偏誤類型在雙字中也易出現(xiàn)。第四部分,聲調(diào)發(fā)音實(shí)驗(yàn)結(jié)果分析。統(tǒng)計(jì)并分析了學(xué)習(xí)者產(chǎn)出單字調(diào)和雙字調(diào)的偏誤率、偏誤類型、聲學(xué)表現(xiàn)、母語者對其發(fā)音標(biāo)準(zhǔn)度的評分。對比了兩種音節(jié)環(huán)境下學(xué)習(xí)者的發(fā)音情況,發(fā)現(xiàn)雙字調(diào)中的前字調(diào)偏誤率與單字調(diào)相比,四個聲調(diào)的偏誤率均有所上升。但是后字調(diào)較為復(fù)雜,上聲的偏誤率相比于單字調(diào)甚至有所下降。學(xué)習(xí)者不僅存在調(diào)類上的偏誤,調(diào)域偏誤也很嚴(yán)重。最后著重對比分析了學(xué)習(xí)者的聽辨結(jié)果與發(fā)音結(jié)果,發(fā)現(xiàn)二者具有一定程度的相關(guān)性,即易被聽錯的聲調(diào)更易被讀錯。第五部分,針對英語官方語國家漢語學(xué)習(xí)者的聲調(diào)教學(xué)建議。主要的教學(xué)建議有:漢語學(xué)習(xí)的初級階段應(yīng)重視聲調(diào)的語音輸入,多做聽辨練習(xí);安排聲調(diào)發(fā)音練習(xí)的等級順序;強(qiáng)化學(xué)習(xí)者的調(diào)域意識;利用Praat語音軟件輔助教學(xué)。第六部分,結(jié)語。梳理了聲調(diào)聽辨實(shí)驗(yàn)和發(fā)音實(shí)驗(yàn)得出的結(jié)論,與前人研究進(jìn)行了比較,總結(jié)出本文的創(chuàng)新性及研究價值,并提出了本研究的不足與展望。本次聲調(diào)習(xí)得的實(shí)驗(yàn)研究改善了贊比亞、牙買加等英語官方語國家學(xué)生漢語聲調(diào)習(xí)得研究近乎空白的局面。文章最后提出的教學(xué)建議能夠用來指導(dǎo)針對贊比亞等國漢語學(xué)習(xí)者的聲調(diào)教學(xué),預(yù)測學(xué)習(xí)者可能出現(xiàn)的偏誤,糾正學(xué)習(xí)者的聲調(diào)發(fā)音問題。
[Abstract]:Chinese is tone language, English is intonation language.Tones play a distinct role in Chinese, such as Li and Li, which have the same initials and vowels, but different tones and different meanings.Intonation language words do not have a fixed tone, but the sentence will rely on the tone of descent and rising to distinguish the meaning.Students from English-speaking countries generally think that tone is the most difficult to master when learning Chinese. Many students even learn Chinese for several years and still have tone problems.English-speaking countries include native speakers such as the United States, Australia, as well as English-speaking countries such as Zambia, Tanzania, etc.This paper takes the students from the official English speaking countries such as Zambia, Jamaica and Ghana as the research objects, and through the tone listening experiment and the tone pronunciation experiment, the author makes a comprehensive study of the tone acquisition of Chinese learners in the primary stage.The full text is divided into six parts.The first part, introduction.The reason and significance of this paper are introduced.This paper summarizes the previous studies on tone ontology, the study on tone acquisition of learners with language background other than English, and the study on tone acquisition of Chinese learners in English countries.Mainly focusing on tone perception and tone production two aspects of the narrative.Finally, the problems to be studied in this paper are put forward.The second part is the design and implementation of tone acquisition experiment.The design part introduces the experiment object, the experiment method, the experiment material, the experiment time selection.The implementation part describes the specific operation of the tone acquisition experiment.Including the preparation of the questionnaire, the implementation of the experiment and later data processing methods.The third part is the analysis of the experimental results of tone audition.The error rate and error types of single tone, double tone and three tone are statistically analyzed.By comparing the tone listening performance of learners in three syllable environments, it is found that the hearing error rate increases with the increase of the number of syllables, and there is a certain degree of consistency in the types of hearing discrimination errors.Even the type of errors that are easy to appear in a word is also easy to appear in a double word.The fourth part, the tone pronunciation experiment result analysis.The error rate, error type, acoustical performance and the scores of native speakers on the pronunciation standard of single word and double tone produced by learners were statistically analyzed.By comparing the pronunciation of the learners in two syllable environments, it is found that the error rate of the front tone in the double tone is higher than that of the single tone, and the error rate of the four tones is higher than that of the single tone.However, the latter tone is more complex, and the error rate of upper tone is even lower than that of single tone.Learners have not only errors in tone categories, but also very serious errors in tone domain.Finally, by comparing the results of listening and pronunciation of learners, it is found that there is a certain degree of correlation between them, that is, the tone which is easy to be misheard is more likely to be misread.In the fifth part, the author gives some advice on tone teaching for Chinese learners in official English language countries.The main teaching suggestions are as follows: in the primary stage of Chinese learning, we should pay more attention to tone input, do more listening exercises, arrange the rank order of tone pronunciation exercises, strengthen learners' awareness of tone domain, and use Praat phonetic software to assist teaching.The sixth part, conclusion.This paper combs the conclusions of tone audition experiment and pronunciation experiment, compares them with previous studies, sums up the innovation and research value of this paper, and puts forward the shortcomings and prospects of this study.The experimental study of tone acquisition has improved the situation of Chinese tone acquisition of students in official English speaking countries such as Zambia and Jamaica.Finally, the teaching suggestions can be used to guide the tone teaching of Chinese learners in Zambia and other countries, to predict the errors that may occur to the learners and to correct the pronunciation problems of the learners.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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