母语为英语留学生汉语舌面音词语学习情况考察

发布时间：2018-04-11 20:25

本文选题：母语为英语的留学生 + 舌面音　；参考：《华中师范大学》2013年硕士论文

【摘要】：语言是人们交流信息、传递情感最直接最有效的工具。作为它的物质载体,语音在任何语言学习中都是第一位的。本文基于语音教学的重要性及当前语音教学中出现的种种问题,并结合留学生的语音学习情况,对母语为英语留学生汉语舌面音词语学习情况进行考察。论文主要采用实地调研法,对被测的11位学生进行实地集中调查、录音,运用二语习得理论对学生的各类语音偏误进行分析和总结。舌面音词语声母偏误主要表现：同声母词语和异声母词语偏误表现存在交叉。j、q、x与齐齿呼、撮口呼、带鼻音韵母的组合不同,受前音节或后音节影响而产生的发音偏误也不相同。但共同点是学生在这类音节的发音中易把j、q、x混淆,即j [tc]可能发成q[tc]或是x[c],其他两种情况亦然。舌面音词语韵母偏误主要表现：与j、q、x拼合时,单韵母u[y]发成u[u]；后鼻音韵母ianη[iaη]韵尾字母g丢失,分别发成前鼻音韵母L1[in]、 ian[ien];前鼻音韵母ian[ien]和uan[yan]的混淆；后鼻音韵母iong[yη]丢失韵头发成iong[uη]等。舌面音词语音节偏误主要表现：尖音音节的出现和后鼻音韵母ing[uη]韵尾字母的丢失。针对学生不同类型的发音偏误,我们主要从母语负迁移、学生的学习背景和课堂教学因素三个方面分析偏误成因,并从教师、教学方法、教材、学生四个角度提出了相应的纠正学生语音偏误的建议。
[Abstract]:Language is the most direct and effective tool for people to communicate information and transmit emotion.As its material carrier, speech is the first in any language learning.Based on the importance of phonetics teaching and various problems in phonetic teaching, and combining with the phonetic learning of foreign students, this paper makes an investigation on the learning of tongue-face phonetic words and phrases of English students whose mother tongue is English.In this paper, 11 students are investigated and recorded, and their phonological errors are analyzed and summarized by using the theory of second language acquisition.The consonant error of tongue surface phonetic words mainly shows: the same consonant words and hetero-consonants have different phonetic errors caused by the influence of presyllabic or post-syllable, which are different from the combination of homograph exhalation, pinching breath and nasal vowel. The phonetic errors caused by the influence of presyllable or post-syllable are not the same as those of homonym and homonym.But what they have in common is that students tend to confuse jangqu x in the pronunciation of such syllables, that is, j [TC] may be pronounced Q [TC] or x [c], and the other two cases are also possible.Iong [y 畏] lost rhyme hair into iong [u 畏] et al.The phonetic errors of tongue and phonetic words are mainly represented by the appearance of sharp syllable and the loss of ing [u 畏] end letters.In view of different types of pronunciation errors of students, we mainly analyze the causes of errors from three aspects: negative transfer of mother tongue, students' learning background and classroom teaching factors, and analyze the causes of errors from teachers, teaching methods, teaching materials, etc.The author puts forward some suggestions on how to correct students' phonetic errors from four angles.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

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