| 今朝因为中国处于全球化的最前哨，中国遭到很多国度史无前例的看重。世界各地的浩瀚教导机构中，正掀起了汉语进修的高潮。这些机构依据先生的偏好来开设历久或短时间的汉语课程。为了获得更好的汉语教授教养质量，他们在教授教养进程中会对先生们犯的毛病停止剖析。但是，查询拜访注解，在进修汉语的海内先生表示出的毛病傍边，我们可以找到与其出生地相干联的一些特色。查询拜访的成果解释要针对分歧国度的先生涌现的毛病停止分歧的剖析才会更成心义。今朝有愈来愈多的非洲先生在进修汉语和行将要在非洲年夜陆（个中包含乌干达）新开的多所孔子学院内进修汉语，然则在汉语教授教养的说话比较研究傍边，年夜多半的研究局限于汉语与英语或与其他亚洲说话之间的比较，如韩语、日语、泰语、越南语，汉语和非洲说话的比较研究照样非常无限。发音是进修汉语的焦点。是以，为了让进修汉语的先生们可以或许获得更好的成就，语音教授教养应摆在汉语教授教养中优先的地位。乌干达是一个具有多种土著说话的国度，但本文的研究对象只指以母语为卢干达语的乌干达汉语进修者，由于卢干达语是乌干达国际运用最普遍的说话。本研究针对刚开端进修汉语三个月的和曾经进修汉语至多一年的先生们来停止剖析。为了收集先生们在声母、韵母、音调中涌现的毛病，作者对在中国年夜学和乌干达机构中进修汉语的乌干达先生们睁开了一个周全的查询拜访。经由过程查询拜访，我们以为，以卢干达为母语的汉语进修者涌现的汉语语音偏误的重要缘由是由于遭到母语负迁徙的作用，而且其偏误有奇特性。然则，韩语论文网站，因为乌干达也以英语为官方说话，韩语论文，所以进修者也会遭到英语的负迁徙作用。本文第一章，从声母、韵母、音调等多方面描写了以卢干达语为母语的汉语进修者汉语语音偏误景象，然后再描写其它偏误景象，例如变调、轻声与儿化。第二章详实地研究了形成偏误的详细身分，其身分分为三类。第一类身分是语音体系的作用，包含母语、目标语和英语三种说话，第二是运用情况的作用包含黉舍和家庭前提和教员的作用学，第三是进修者本身的作用包含他们对进修汉语语音的立场与他们的性情。第三章，简述了一些处理偏误的办法，重要是针对以卢干达语为母语的汉语进修者在进修汉语的进程中的语音偏误提出了响应的教授教养战略。第四章为结语，总结全文并指出本研究的瞻望和存在的缺乏。 Abstract: At present, because China at the outpost of globalization, many countries have been Chinese There was no parallel in history. value. The world is vast teaching institutions, set off the climax of Chinese language. These institutions according to Mr. long or short time preference to open Chinese courses. In order to obtain better quality of Chinese teaching, they will make a mistake of gentlemen in the teaching process analysis. But inquires the visit comment, problems in learning Chinese overseas students said the sideways, we can found their birth related features. The result of investigation to explain in different countries with different numbers of Mr. analysis will be more meaningful. Today an increasing number of African Footballer in learning Chinese and would be in the African continent (including Uganda) newly opened the Confucius Institute in learning Chinese, however to talk in the Chinese teaching of the comparative study of sideways, most of the eve of the research limitations between words in Chinese and English or with other Asian, such as Korean, Japanese, Thai, Vietnamese, Chinese and African speak a comparative study of still very limited. Pronunciation is the focus of learning chinese. So in order to make learning Chinese gentlemen can probably get better achievement, pronunciation should be placed first in Chinese teaching status. Uganda is a country with many native speaking, but the research object of this paper refers only to native luganda Uganda Chinese language learners, because the luganda is Uganda international application the most common talk. This study aimed at learning Chinese at the beginning of three months and have learned Chinese for up to a year and to analysis. In order to collect and gentlemen in consonants, vowels and tones in the emergence of problems, the author of in Chinese college and Ugandan institutions learn Chinese Uganda gentlemen opened a comprehensive query visit. Through investigation, we think that in luganda speaking Chinese language learners emerging Chinese phonetic errors of the important reasons is was due to the influence of negative transfer of mother tongue, and the error is odd characteristics. However, because Uganda also use English as an official to speak, so learners will be affected by the negative transfer of english. The first chapter of this paper, from the aspects of initials, finals and tones, describes in luganda as native Chinese learners of Chinese speech errors scene, and then describe other errors in the scene, such as tone, light tone and ER. The second chapter detailed discussion form with identity errors, its identity is divided into three categories. First class identities is phonetic system, contains native language, target language and English three words. The second is application effects are included schools and family condition and teacher's influence. The third is the learner itself contains their position in learning Chinese phonetics and their temperament. Deal with some errors in the third chapter, a brief description of the approach, it is important in luganda as a native speaker of the Chinese language learners in the process of learning Chinese speech errors is proposed in response to the teaching strategy. The fourth chapter is the conclusion, summarizes the full text and pointed out the lack of this study and the prospect. 目录: |
