泰国学生汉语发音质量与语音意识和汉字识别的关系

发布时间：2018-07-08 18:21

本文选题：泰国学生 + 汉语发音质量　；参考：《北京语言大学》2009年硕士论文

【摘要】： 本文通过汉语发音质量、语音意识和汉字识别等测验考察了41名泰国学生的汉语发音、语音意识、汉字识别能力的特点和彼此之间的关系。研究发现,泰国学生的声调发音质量最高,声母发音质量居末位。偏误分析表明,无论是高级还是初中级泰国学生,一些声母的发音没有错误,偏误主要集中在汉语一些特有的声母上。在语音意识方面,不同汉语水平泰国学生的发展模式不同。初中级泰国学生的声调辨别成绩最好,声母辨别成绩次之,音位删除成绩又次之,韵母辨别成绩最差。初中级泰国学生的声母辨别掌握比较好,声母发音依然存在问题。高级泰国学生的声母辨别、韵母辨别、声调辨别和音位删除的成绩依次递增。结果表明,泰国学生的声调和声母意识最先发展,韵母意识和音位意识发展略晚。在发音质量、语音意识和汉字识别的关系方面,不同汉语水平的泰国学生各项测验成绩之间的相关模式大不相同。初中级泰国学生的发音质量和语音意识与汉字识别存在相互关联;而高级泰国学生的汉字识别独立于发音质量和语音意识(声母辨别除外)。这表明,泰国学生学习汉语的起始阶段,汉字识别能力可能受到发音和语音意识能力的制约,到了高级阶段,随着各项技能的发展,这些制约逐渐减弱,直至消失。发音、语音意识和汉字识别互相独立开来。对外汉语的语音教学要遵循规律性;要考虑学生的母语语音特点;要结合口语词汇教学进行;语音教学在初中级阶段尤为重要。发音和言语知觉,言语知觉与语音意识的关系以及汉语作为第二语言的声调知觉问题是今后值得进一步探讨的课题。
[Abstract]:Based on the tests of Chinese pronunciation quality, phonological awareness and Chinese character recognition, this paper investigates the characteristics of Chinese pronunciation, phonological awareness, Chinese character recognition ability and their relationship among 41 Thai students. The study found that Thai students have the highest quality of tone pronunciation and the lowest quality of initial pronunciation. The error analysis shows that there are no errors in the pronunciation of some initials in both senior and middle level Thai students, and the errors are mainly focused on some unique consonants in Chinese. In terms of phonological awareness, the development patterns of Thai students at different levels of Chinese are different. The first and middle level Thai students had the best score in tone recognition, followed by the initial score, phonetic deletion score and vowel discrimination score. The initial and middle-level Thai students have a good master of initial phonetic identification, and there are still problems in initial pronunciation. The scores of consonant discrimination, vowel discrimination, tone discrimination and phonetic deletion of senior Thai students increased in turn. The results showed that the tone and initial awareness of Thai students first developed, while the vowel awareness and phonetic awareness developed slightly later. In terms of the relationship between pronunciation quality, phonological awareness and Chinese character recognition, the correlation patterns among the test scores of Thai students with different Chinese proficiency levels are quite different. The pronunciation quality and phonological awareness of the primary and middle level Thai students are related to the recognition of Chinese characters, while the Chinese character recognition of the senior Thai students is independent of the pronunciation quality and phonological awareness (except consonant recognition). This indicates that the Chinese character recognition ability of Thai students may be restricted by pronunciation and phonological awareness in the initial stage of learning Chinese. At the advanced stage, these constraints gradually weaken and disappear with the development of various skills. Pronunciation, phonological awareness and Chinese character recognition are independent of each other. The phonetic teaching of Chinese as a foreign language should follow the rules; consider the students' native phonetic characteristics; combine with the teaching of oral vocabulary; the phonetics teaching is especially important in the early and middle stage. The relationship between pronunciation and speech perception, the relationship between speech perception and phonological awareness, and the tone perception of Chinese as a second language are worthy of further discussion in the future.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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