| 本文经由过程两次试验，对留先生的汉语语音认识成长停止了定量的研究。试验一考核了77名母语分离为英、日、韩语的留先生在汉字读音鉴别功课中语音认识的成长情形，发明留先生语音认识成长有必定的形式，韩语论文范文，音节认识起首成长，韩语论文题目，声母认识和韵母认识次之，音调认识成长最晚。试验二考核了38名留先生(个中20人的母语为韩语)在语音听辨测试功课中的语音认识成长情形，发明他们在各项语音认识类型上的成长形式为音调认识最早，韵母认识次之，声母认识最晚。这一成长形式与母语儿童汉语语音习得的形式根本分歧。两次试验的成果还注解，留先生的母语语音体系的差别、汉语程度(进修年限)的差别、和考核语音认识时采取的功课措施的差别，都邑对被试的语音认识成就发生明显作用。两次试验还考核了分歧母语、分歧汉语程度的留先生在汉字读音鉴别和听辨两方面控制声母、韵母、音调的次序和难点。对汉语语音教授教养而言，这类定量的研究可使我们对留先生语音才能的成长有更明白的懂得和熟悉，从而进步对外汉语语音教授教养的针对性和有用性。 Abstract: In this , the study on the development of Chinese phonological awareness in the Chinese language, which is based on the two experiments, has been studied. A separate test assessment 77 native speakers of English, Japanese and Korean students in understanding speech pronunciation lessons in Chinese characters differential growth, leaving Mr. invention have a certain form of speech recognition development, understanding first syllable initials and finals growth, understanding of knowledge, understanding of the latest growth tone. Experiment two assessment 38 students (of whom 20 native speakers of Korean) speech in speech perception test work understanding the growth situation, they know the type of the invention in the form of voice tone for growing understanding of the earliest times, final understanding, understanding of the latest consonant. This form of growth and the form of the language of Chinese children's acquisition of the basic differences. The two test results have also shown that the native speech system student difference, Chinese degree (advanced age) homework methods difference, and assessment of speech understanding the differences of speech understanding subjects have significantly influence achievement. The two test sequence and also examine differences, differences in Chinese language difficulty degree students control in two aspects of initials, pronunciation and listening Chinese characters vowels and tone identification. This kind of quantitative research can make us understand and know more about the growth of the voice of the students, so as to improve the pertinence and usefulness of the teaching of foreign language. 目录: 零、 引言 4-8 0．1 选题意义 4 0．2 语音意识探讨背景 4-6 0．2．1 什么是语音意识 4 0．2．2 语音意识的测量 4-5 0．2．3 西方探讨者对语音意识的探讨 5 0．2．4 汉语语音意识探讨 5-6 0．2．5 语音意识与第二语言能力发展关系探讨 6 0．3 汉语语音习得探讨背景 6 0．4 探讨设计 6-8 壹、 实验一：汉字读音辨别测试 8-18 1．1 措施 8 1．1．1 被试 8 1．1．2 实验材料 8 1．1．3 实验步骤 8 1．2 结果略论 8-15 1．2．1 被试各项语音意识总体发展略论 8-10 1．2．2 三种母语被试语音意识成绩单独略论 10-11 1．2．3 各语音意识类型内部发展略论 11-15 1．3 讨论 15-18 1．3．1 三组被试各项语音意识总体发展 15 1．3．2 声调、声母、韵母意识内部发展 15-17 1．3．3 结论 17-18 贰、 实验二：听辨测试 18-29 2．1 措施 18-19 2．1．1 被试 18 2．1．2 实验材料 18-19 2．1．3 实验步骤 19 2．2 结果略论 19-27 2．2．1 被试各项语音意识总体发展略论 19-21 2．2．2 各项语音意识成绩内部略论 21-27 2．3 讨论 27-29 2．3．1 被试各项语音意识总体发展 27 2．3．2 声调、声母、韵母意识内部发展 27-28 2．3．3 结论 28-29 叁、 综合讨论与结论 29-31 3．1 对两次实验结果的综合比较 29 3．2 结论 29 3．3 对汉语语音教学的启示和建议 29-31 参考文献 31-33 附录 33-36 后记 36 |
