印度初中级汉语学习者语音偏误分析及教学对策

发布时间：2018-04-29 00:06

本文选题：印度 + 汉语语音　；参考：《山东师范大学》2013年硕士论文

【摘要】：对于多种语言成长环境下成长的印度学生来说，汉语非常难学，尤其是汉语发音方面。而目前，关于印度学生语音教学的研究比较少，教学方法也比较单调，因此研究印度初中级汉语学习者语音偏误及教学方法十分有意义。本文的主要研究内容是印度初中级汉语学习者的语音偏误和针对语音偏误想出的教学对策及教学方法。印度初中级汉语学习者的语音偏误资料主要来自德里大学、尼赫鲁大学、国际大学学生的发音录音及问卷调查。语音测试的朗读材料包括单音节字、句子、短文等几部分，通过对发音录音的反复研究，找到语音中的偏误进行分析。分析内容包括声母偏误分析、单韵母偏误分析、复韵母偏误分析、声调偏误分析。通过统计偏误次数和计算偏误率，了解印度初中级学生汉语语音的发音情况。教学情况的第一手资料主要来自三所学校学生所填写的调查问卷和实习，，我了解了印度教师上课过程、汉语教学方法、学生学习方法、学生母语等有关内容，由此发现在印度，学生发音出现偏误是有一定原因的，主要可以归结为教师、学生，学校，母语负迁移等问题。汉语作为外语的口语教学，由于各种各样的原因，会存在洋腔洋调的问题。在教学中必须遵循口语的特点，掌握汉语语音教学的原则，使用正确的方法教学。例如：图例示法、演示法、练习法、比较法、实践法、兴趣法、有印度特色的教学方法等。
[Abstract]:For India students growing up in a variety of languages, Chinese is very difficult to learn, especially in Chinese pronunciation. At present, there are few studies on the pronunciation teaching of India students, and the teaching methods are relatively monotonous. Therefore, it is very meaningful to study the phonetic errors and teaching methods of the middle and intermediate Chinese learners in India.
The main contents of this paper are the phonetic errors of the middle and intermediate Chinese learners in India and the teaching strategies and teaching methods for the phonetic errors. The phonetic errors of the first intermediate Chinese learners in India are mainly from the Delhi University, Nehru University, the phonological recording and questionnaire survey of students from international universities. The material includes the monosyllabic word, sentence, short text and other parts. Through the repeated study of the sound recording, we find the error in the pronunciation. The analysis includes the analysis of the error of the consonant, the analysis of the single vowel error, the analysis of the complex vowel error and the error analysis of the tone. Through the statistics of the number of errors and the calculation of the error rate, the Chinese middle and middle school students in India are understood in Chinese. The first hand information of the teaching situation mainly comes from the questionnaire and practice of the students in three schools. I know the teaching process of the teachers in India, the teaching methods of Chinese, the methods of students' learning and the mother tongue of the students. It is found that there are some reasons for the errors of students' pronunciation in India. It is attributed to teachers, students, schools, negative transfer of mother tongue, and so on.
The teaching of spoken Chinese as a foreign language, because of a variety of reasons, there will be a problem of foreign language intonation. In teaching, we must follow the characteristics of the spoken language, grasp the principles of the teaching of Chinese phonetics, use the correct methods of teaching. For example, illustration, demonstration, practice, comparison, practice, interest, and the teaching methods of India. Wait.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195.3

【参考文献】