| 汉语是有音调说话,而韩语是无音调说话。所以韩国粹生在进修汉语音调的进程中,对汉语音调变更的进修觉得艰苦,而上声变调更是韩国粹生进修音调的难点。是以,本论文测验考试运用试验语音学的研究办法,以在华进修汉语的韩国留先生为研究对象,从个中抽取四逻辑学生的发音样本停止试验研究,并采取试验语音软件,即南开年夜学桌上语音任务室——Mini Speech. Lab(专业版),对汉语通俗话上声变调景象停止剖析。这是经由过程试验语音学的办法对汉语连读变调研究的一次新的测验考试。起首,我们先对四位发音协作人停止灌音,再采取Cool Edit Pro灌音剖析软件对所得音频停止截取和整顿,接着经由过程Mini Speech. Lab(专业版)这一软件停止修正音频和数据统计并经由过程软件主动画出四位发音人在分歧上声变调组合中的五度图。然后剖析韩国粹生单字调的习得情形,并对上声双字调中后接上声和非上声的情形和上声三字调中AAB组合和ABB组合的情形停止过细的剖析,并得出本文的结论。经由过程本次研究发明：韩国粹生在习得汉语单字调的进程中,阴温和去声的习得情形较好,而年夜多半韩国粹生把阳平调念成了低平调,并与上声混淆；而上声降调部门也降不到位。在变调组合中,前字上声读为阳平的习得情形要好过前字读为半上的情形；后字读为阴温和去声的习得情形较好,“上声/轻声”的音调组合习得情形较差。对于上声三字组的变调来讲,习得情形远不如单字折衷双字调。所以三个上声相连的变调组合是韩国粹生往后进修中重点要控制的变调类型。最初找出韩国粹生习得汉语上声变调的客观缘由和客不雅缘由,并提出有有针对性的教授教养办法。 Abstract: Chinese is a tone to speak, and no voice is Korean. So the quintessence of Han students in the process of learning Chinese tones. The change of Chinese tones learning feel hard, and tone sandhi is the quintessence of Han students difficulty in learning tones. Is in, this paper attempt to apply experimental phonetics research methods, in South Korea in the Chinese Hua Jinxiu leave Mr. as the research object, pronunciation samples from medium extraction logic four students to stop the test research, and take the test speech software South Open University Table speech task room, mini speech. Lab (Professional Edition), of Chinese popular words tone sandhi scene analysis. This is a new test by way of experimental phonetics research on Chinese tone sandhi. First and foremost, we first of four pronunciation collaboration stop recording, to take Cool Edit Pro recording analysis software of the resultant audio stop interception and rectification, and then through the process of mini speech. Lab (Professional Edition) this software stop modification of audio and data statistics and through the software is the main process of animation out four pronunciation in different tone sandhi in combination of five degree graph. And then analyze Korea student tones learning conditions, and double shangsheng tone after rising tone and falling rising tone and falling rising tone three tone in AAB and ABB combination of meticulous analysis, and draws the conclusion. Through process during the discussion of the invention: the quintessence of Han students in the process of acquisition of Chinese tones, Yin moderate tone acquisition situation better, and most of the eve of the quintessence of Korean students to Hinata read into low level, and with the rising tone confusion; and falling rising tone department down not in place. In tone combinations, before the characters with the rising tone read for IB acquisition situation better before word reading is the upper half; after read Yin moderate tone acquisition of better, "shangsheng / softly" tone combinations acquisition situation worse. About three word tone sandhi in terms of learning conditions rather than compromise dual tone words. So the combination of the three tone sandhi is connected to the Korea student learning in the back focus to control the type of tone. First find out the quintessence of Han students acquisition of Chinese tone sandhi subjective reason and objective indecent reasons, and puts forward some methods for the teaching of. 目录: 中文摘要 2-3 Abstract 3-4 目录 5-7 绪论 7-17 一、课题缘起 7-11 二、选题的意义和价值 11-12 三、探讨近况 12-16 四、本章小结 16-17 第一章 对韩国留学生汉语上声变调的实验设计 17-21 第一节 实验对象 17 第二节 实验材料 17-18 第三节 实验步骤 18-21 一、实验设备 18 二、实验过程 18-20 三、实验的不足之处 20-21 第二章 对韩国留学生汉语上声变调的实验结果略论 21-49 第一节 对韩国留学生汉语普通话四声的调值略论 21-22 第二节 对韩国留学生上上连读变调实验结果的略论 22-29 一、对韩国留学生“上声/上声”变调组合的实验结果略论 22-24 二、对韩国留学生“上声/轻声”变调组合的实验结果略论 24-29 第三节 对韩国留学生上声在非上声前连读变调的实验结果略论 29-38 一、对韩国留学生在阴平前变调的实验结果略论 30-32 二、对韩国留学生在阳平前变调的实验结果略论 32-34 三、对韩国留学生在去声前变调的实验结果略论 34-36 四、对韩国留学生在原为非上声改读轻声字音前变调的实验结果略论 36-38 第四节 对韩国留学生汉语三个上声相连的变调的实验结果略论 38-46 一、对韩国留学生“上加(上加上)”变调组合的实验结果略论 39-42 二、对韩国留学生“(上加上)加上”变调组合的实验结果略论 42-46 第五节 韩国留学生汉语上声变调探讨的实验结论 46-49 第三章 韩国留学生学习汉语上声变调偏误的原因 49-57 第一节 韩国留学生学习汉语上声变调产生偏误的客观原因 49-51 一、母语的负迁移 49-50 二、汉语声调的复杂性 50-51 第二节 韩国留学生学习汉语上声变调产生偏误的主观原因 51-57 一、教材的原因 51-53 二、教师的教学措施 53-54 三、韩国学习者自身的原因 54-57 第四章 针对韩国留学生的声调习得的教学反思 57-65 第一节 韩国学生应培养声调意识,克服母语负迁移 57 第二节 针对对外汉语教师的教学策略 57-61 一、将声调教学贯穿始终 57-59 二、不断更新教学措施 59-60 三、明确学生错误的类型,将调域的学习作为重点 60 四、重视声调及变调的教学 60-61 第三节 教材的选用和编写 61-63 第四节 针对对外汉语教学的课堂安排 63-65 结语 65-67 参考文献 67-70 攻读学位期间发表论文 70-71 致谢 71-72 |
