【摘要】：本文以初、中、高不同漢語水平的韓國學(xué)習(xí)者的為研究對象,以16種組合的雙音節(jié)詞為研究材料,采用聽辨標(biāo)注的方法,考察了不同水平韓國學(xué)習(xí)者聲調(diào)聽辨掌握情況。根據(jù)第一次聽辨實驗結(jié)果,筆者對初、中、高級水平學(xué)生共同的聲調(diào)組合難點——2+2組合,進(jìn)行了第二次針對性聽辨測試,以了解不同的語音環(huán)境、詞頻和音節(jié)前后位置對韓國學(xué)習(xí)者聲調(diào)聽辨的影響,并根據(jù)聽辨實驗結(jié)果提出相應(yīng)的教學(xué)建議,為對外漢語語音教學(xué)提供一定的借鑒和幫助。本文共分為五章,第一章為對外漢語教學(xué)聲調(diào)研究概況,在此基礎(chǔ)上確定本文的研究對象和目的,并對本文的理論基礎(chǔ)和研究方法進(jìn)行闡述,從而明確本文的研究意義。第二章是韓國學(xué)習(xí)者兩字組聲調(diào)聽辨實驗分析。首先進(jìn)行實驗設(shè)計,其次分別對初、中、高級水平的韓國學(xué)習(xí)者的聲調(diào)聽辨結(jié)果進(jìn)行統(tǒng)計和分析。第三章是兩字組聲調(diào)針對性聽辨分析,先闡明實驗設(shè)計,然后對高級水平韓國學(xué)習(xí)者的2+2組合的聽辨結(jié)果,分語音環(huán)境、詞頻、音節(jié)前后位置三個方面進(jìn)行描述和分析。第四章為韓國學(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。語音教學(xué)是長期任務(wù),應(yīng)伴隨整個對外漢語教學(xué)始終。不同階段的學(xué)生聽辨情況不同,對外漢語工作者應(yīng)該對韓國初、中、高級學(xué)生的聲調(diào)輸入情況有清楚的認(rèn)知,然后針對不同階段學(xué)習(xí)者的學(xué)習(xí)情況對癥下藥。本文通過對不同水平的韓國學(xué)習(xí)者的兩字組詞進(jìn)行聽辨測試,得出三個級別的共同難點組合,并對其進(jìn)行針對性聽辨實驗和分析,總結(jié)偏誤原因,提出教學(xué)建議,為教師的語音教學(xué)工作提供借鑒和幫助。因此,本文的研究可以為對外漢語教學(xué)實踐提供參考價值,有一定的理論和實踐意義。
[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】：上海外國語大學(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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