本文選題：聲調(diào) + 普通話��； 參考：《廣西師范大學(xué)》2012年碩士論文

【摘要】：聲調(diào)和漢字是漢語(yǔ)區(qū)別于其他語(yǔ)言的顯著標(biāo)志,由于聲調(diào)具有區(qū)別意義的作用,聲調(diào)的研究與教學(xué)就顯得格外重要。近年來(lái)針對(duì)留學(xué)生的漢語(yǔ)普通話聲調(diào)研究獲得了豐富的成果,也對(duì)對(duì)外漢語(yǔ)教學(xué)提供了參考。但是長(zhǎng)期以來(lái),對(duì)留學(xué)生聲調(diào)的研究主要集中在歐美學(xué)生和日韓學(xué)生,針對(duì)越南、泰國(guó)、印尼留學(xué)生聲調(diào)習(xí)得的研究還很少,在研究方法上,主要集中在比較聲調(diào)的調(diào)型、聲調(diào)起點(diǎn)和終點(diǎn)的高低、用感知的方法讓留學(xué)生對(duì)聽到的聲調(diào)做判斷、用實(shí)驗(yàn)語(yǔ)音的方法得到歸一化的基頻數(shù)據(jù),從而比較調(diào)型和調(diào)值。 本文用實(shí)驗(yàn)語(yǔ)音學(xué)的方法,對(duì)越南、泰國(guó)和印尼留學(xué)生習(xí)得漢語(yǔ)普通話聲調(diào)構(gòu)造數(shù)學(xué)模型,為留學(xué)生漢語(yǔ)普通話聲調(diào)的學(xué)習(xí)制作了一把“尺子”,用這把尺子去丈量留學(xué)生聲調(diào)學(xué)習(xí)情況。這把“尺子”包括四個(gè)參數(shù)：聲調(diào)基頻的“斜率差”、“函數(shù)差”、“殘差和”和“聲調(diào)差距”。聲調(diào)基頻的“斜率差”越小,表示留學(xué)生聲調(diào)的調(diào)型與標(biāo)準(zhǔn)漢語(yǔ)普通話差別越小,也就是說(shuō)留學(xué)生聲調(diào)在聲調(diào)調(diào)型方面越標(biāo)準(zhǔn)；聲調(diào)基頻“函數(shù)差”越小,表示留學(xué)生聲調(diào)的調(diào)值與標(biāo)準(zhǔn)漢語(yǔ)普通話差別越小,也就是說(shuō)留學(xué)生聲調(diào)在聲調(diào)調(diào)值方面越標(biāo)準(zhǔn)；聲調(diào)基頻“殘差和”越小,表示留學(xué)生在發(fā)音過(guò)程中,喉頭肌肉控制聲帶很平穩(wěn),發(fā)音很自然。前兩個(gè)參數(shù)“斜率差”和“函數(shù)差”用來(lái)測(cè)算聲調(diào)的準(zhǔn)確度,而“殘差和”用來(lái)測(cè)算聲調(diào)的自然度,所以,“聲調(diào)差距”就是“斜率差”、“函數(shù)差”和“殘差和”三個(gè)參數(shù)的一個(gè)綜合指標(biāo),“聲調(diào)差距”越小,表示留學(xué)生漢語(yǔ)普通話聲調(diào)習(xí)得越準(zhǔn)確,習(xí)得效果越好,反之,“聲調(diào)差距”越大,表示留學(xué)生漢語(yǔ)普通話聲調(diào)習(xí)得越不準(zhǔn)確,習(xí)得效果越差。 在確立比較參數(shù)之后,利用Matlab軟件編寫數(shù)據(jù)提取程序,在運(yùn)算結(jié)果的基礎(chǔ)上,分別對(duì)這三個(gè)國(guó)家留學(xué)生漢語(yǔ)普通話習(xí)得聲調(diào)的調(diào)型、調(diào)值和自然度進(jìn)行了比較。本文得到了以下結(jié)論:一、如果留學(xué)生的母語(yǔ)有聲調(diào),其漢語(yǔ)普通話聲調(diào)的習(xí)得過(guò)程是一個(gè)螺旋式的上升過(guò)程,時(shí)刻受到其母語(yǔ)聲調(diào)的影響,學(xué)習(xí)效果會(huì)出現(xiàn)起伏和反復(fù);二、如果留學(xué)生的母語(yǔ)沒(méi)有聲調(diào),其漢語(yǔ)普通話聲調(diào)的習(xí)得過(guò)程是一個(gè)平穩(wěn)的上升過(guò)程;三、如果留學(xué)生母語(yǔ)聲調(diào)的不同,也會(huì)對(duì)其漢語(yǔ)普通話聲調(diào)學(xué)習(xí)產(chǎn)生影響,泰國(guó)學(xué)生掌握普通話去聲的情況比越南學(xué)生好,但是泰國(guó)學(xué)生掌握普通話陽(yáng)平的情況就沒(méi)有越南學(xué)生好；四、總體上講,在中國(guó)持續(xù)學(xué)習(xí)一段時(shí)間之后,這三個(gè)國(guó)家的學(xué)生聲調(diào)較之剛剛學(xué)習(xí)的時(shí)候都有進(jìn)步,但是進(jìn)步并不十分明顯,所以,接觸漢語(yǔ)普通話之初,就應(yīng)該強(qiáng)調(diào)漢語(yǔ)聲調(diào)的學(xué)習(xí)；五、從基頻抖動(dòng)頻率參數(shù)看,越南人、泰國(guó)人、印尼人聲帶振動(dòng)模式和中國(guó)人基本一樣,從理論上看,越南、泰國(guó)、印尼學(xué)生學(xué)好漢語(yǔ)普通話聲調(diào)問(wèn)題不大。 除此之外,對(duì)越南、泰國(guó)和印尼三個(gè)國(guó)家不同漢語(yǔ)水平的留學(xué)生的聲調(diào)建立數(shù)學(xué)模型,可以實(shí)現(xiàn)計(jì)算機(jī)對(duì)其聲調(diào)的真實(shí)模擬,通過(guò)與普通話聲調(diào)的對(duì)比,留學(xué)生可以動(dòng)態(tài)學(xué)習(xí)普通話聲調(diào)、校正發(fā)音缺陷、提高學(xué)習(xí)效率；同時(shí),模型真實(shí)再現(xiàn)留學(xué)生習(xí)得漢語(yǔ)普通話聲調(diào)這一過(guò)程的原貌,為精確地觀察和分析留學(xué)生漢語(yǔ)聲調(diào)學(xué)習(xí)情況提供參照；在一定程度上也為國(guó)際刑偵工作提供參考,因?yàn)榉缸铿F(xiàn)場(chǎng)的語(yǔ)音分析可以提供犯罪者的聲調(diào)特征,用這些特征和我們的分析結(jié)果進(jìn)行對(duì)比,就可以確認(rèn)調(diào)查方向和調(diào)查范圍,為刑偵工作提供幫助。
[Abstract]:Tones and Chinese characters are the distinct symbols of Chinese different from other languages. Because the tone has the function of distinguishing meaning, the research and teaching of the tone is particularly important. In recent years, the research on the tone of the Chinese Mandarin has gained a lot of achievements, and it also provides a reference for the teaching of Chinese as a foreign language. The research of tone is mainly focused on the European and American students and the Japanese and Korean students. There are few studies on the tone acquisition of the foreign students in Vietnam, Thailand and Indonesia. In the research methods, the main focus is on the adjustment of the tone, the starting point and the end of the tone, and the perceptual method to make the students judge the tone of the sound, and the method of experimental phonetics is obtained. Normalization of fundamental frequency data to compare modulation and tone values.
This paper uses the method of experimental phonetics to acquire a mathematical model of the tone structure of Mandarin Chinese in Vietnam, Thailand and Indonesia, and makes a "ruler" for the learning of the intonation of the Chinese Mandarin. This ruler is used to measure the intonation of the foreign students. This "ruler" includes four parameters: the slope of the tone base frequency. "Difference", "function difference", "residual difference" and "tone gap". The smaller the pitch difference of tone base frequency is, the smaller the difference between the tone type of the intonation and the standard Chinese Putonghua, that is to say, the more standard the intonation of the foreign students is in the tone type; the smaller the tone basic frequency "function difference" is, the lower the tone of the tone, indicating the adjustment and standard of the intonation of the foreign students. The smaller the difference between Chinese and Chinese, the more standard of the intonation of the foreign students, the more the tone base frequency "residual and", the smaller the tone basic frequency "residual and", which means that the larynx muscles control the vocal cord very smoothly and naturally. The first two parameters "poor slope" and "poor function" are used to measure the accuracy of the tone, but "the residual error". "And" to measure the natural degree of tone, so the "tone gap" is a comprehensive index of three parameters, "poor slope", "function difference" and "residuals and", the smaller the "tone gap" is, the more accurate the acquisition of the intonation is, the better the acquisition effect is. The more inaccurate the acquisition of Putonghua is, the worse the learning effect is.
After establishing the comparison parameters, the Matlab software is used to compile the data extraction program. On the basis of the results, the adjustment of the tones, the adjustment and the naturalness of the Chinese students in the three countries are compared. The following conclusions are obtained: first, if the students have a tone in their mother tongue, the pronunciation of Chinese Mandarin is the same. The process is a spiral process, which is influenced by the tone of the mother tongue, and the learning effect will be fluctuant and repeated. Two, if the foreign students have no tone in their mother tongue, the process of the acquisition of the tone of the Chinese Mandarin is a steady rising process. Three, if the tone of the mother tongue of the students remains different, it will also make the sound of the Chinese Mandarin sound. Thailand students are better in mastering Mandarin than Vietnamese students, but there are no Vietnamese students in mastering the Mandarin Yang by Thailand students. Four, after a period of continuous learning in China, students in these three countries have improved their tones than they have just learned, but they have made progress. It is not very obvious that, at the beginning of contact with Chinese Mandarin, we should emphasize the learning of the tone of Chinese. Five, from the base frequency jitter frequency parameters, the Vietnamese, Thai and Indonesian vocal vibration modes are basically the same as those of the Chinese. In theory, Vietnamese, Thailand, and Indo students have a little problem in learning the tone of Mandarin Chinese.
In addition, a mathematical model of the tone of the students of different Chinese level in three countries of Vietnam, Thailand and Indonesia can be set up to realize the real simulation of the tone of the computer. By comparing with the tone of Mandarin, the students can dynamically learn the tone of the Putonghua, correct the pronunciation defects and improve the learning efficiency. At the same time, the model is truly reproduced. The original appearance of the foreign students' acquisition of the tone of the Chinese Mandarin has provided a reference for the accurate observation and analysis of the Chinese tone learning of the foreign students; to a certain extent, it also provides a reference for the international criminal investigation, because the phonetic analysis of the crime scene can provide the tone characteristics of the offender, with these features and the results of our analysis. Through comparison, we can confirm the direction of investigation and the scope of investigation so as to provide assistance for criminal investigation.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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