母语环境下法国中学生汉语语音偏误分析及教学对策
发布时间：2019-07-01 14:39
【摘要】：许多研究成果证明,在第二语言习得中,根据学生母语的不同,存在的语音偏误有非常明显的区别,因此针对母语背景而进行的语音偏误研究可以更有效地运用到日常的语音教学当中。本文在总结前人研究的基础上,对法国中学生学习汉语时普遍存在的语音偏误进行了一次较为实际的研究。论文首先对比了汉法语音的异同,预测学生可能出现的偏误,然后通过听和读的语音测试,对学生的发音状况进行录音、听辨、分析、总结,得出法国中学生汉语语音偏误产生的原因,即母语的负迁移、目的语知识的负迁移、由于汉语拼音方案的一些规定而造成的偏误、教学因素和个体差异,最后针对偏误分析的结论提出相应的教学建议,要明确语音教学、汉语拼音的重要性,要针对法语语音特点,突出重点难点,使用有针对性的教学方法,开展行之有效的语音教学。希望本文的研究能对法国的汉语教师和在国内从事对外汉语教学工作的教师有一定的借鉴作用,对提高教学效果,改善以法语为母语的汉语学习者的汉语语音学习现状有积极的帮助作用。
[Abstract]:Many research results show that there are obvious differences in phonetic errors according to the differences of students' mother tongue in second language acquisition, so the research on phonetic errors according to the background of mother tongue can be more effectively applied to daily phonetic teaching. On the basis of summing up the previous studies, this paper makes a practical study on the common phonetic errors of French middle school students in learning Chinese. This paper first compares the similarities and differences of Chinese and French pronunciation, and forecasts the possible errors of students. Then, through the phonetic test of listening and reading, the students' pronunciation status is recorded, listened to, analyzed and summarized, and the causes of French middle school students' Chinese phonetic errors are obtained, that is, the negative transfer of mother tongue, the negative transfer of target language knowledge, the errors caused by some regulations of Chinese pinyin scheme, the teaching factors and individual differences. Finally, according to the conclusion of error analysis, the corresponding teaching suggestions are put forward, in order to clarify the importance of phonetic teaching and Chinese pinyin, to highlight the key and difficult points according to the phonetic characteristics of French, to use targeted teaching methods, and to carry out effective phonetic teaching. It is hoped that the research in this paper can be used as a reference for French Chinese teachers and teachers engaged in teaching Chinese as a foreign language in China, and will play a positive role in improving the teaching effect and improving the present situation of Chinese phonetic learning of French native Chinese learners.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2508564
[Abstract]:Many research results show that there are obvious differences in phonetic errors according to the differences of students' mother tongue in second language acquisition, so the research on phonetic errors according to the background of mother tongue can be more effectively applied to daily phonetic teaching. On the basis of summing up the previous studies, this paper makes a practical study on the common phonetic errors of French middle school students in learning Chinese. This paper first compares the similarities and differences of Chinese and French pronunciation, and forecasts the possible errors of students. Then, through the phonetic test of listening and reading, the students' pronunciation status is recorded, listened to, analyzed and summarized, and the causes of French middle school students' Chinese phonetic errors are obtained, that is, the negative transfer of mother tongue, the negative transfer of target language knowledge, the errors caused by some regulations of Chinese pinyin scheme, the teaching factors and individual differences. Finally, according to the conclusion of error analysis, the corresponding teaching suggestions are put forward, in order to clarify the importance of phonetic teaching and Chinese pinyin, to highlight the key and difficult points according to the phonetic characteristics of French, to use targeted teaching methods, and to carry out effective phonetic teaching. It is hoped that the research in this paper can be used as a reference for French Chinese teachers and teachers engaged in teaching Chinese as a foreign language in China, and will play a positive role in improving the teaching effect and improving the present situation of Chinese phonetic learning of French native Chinese learners.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
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