韩国人自然语流中普通话双音节声调调型实验探讨[韩语论文]

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控制准确的汉语音调对于韩国粹生是一个富有挑衅性的困难,许多韩国粹生进修了多年的汉语以后,照样没法防止“洋腔洋调”。这类成绩在其他国度的进修者中也广泛存在,但值得留意的是,列国进修者所表示出的“洋腔洋调”各不雷同,是以韩国粹习者的汉语语流中也具有一种有别于其他国度的、有韩国特点的“洋腔洋调”。而后人对于韩国粹习者汉语音调的试验剖析普通是以朗诵字表或课文的语音素材为研究对象的。但有研究显示,即便是以汉语为母语的示范朗诵者,在朗诵时和天然语流时表示出的汉语音调是有显著差别的。是以后人的研究成果对于天然语流能否实用成了一个成绩。针对这一成绩,本文经由过程对四名韩国女性的汉语天然语流中双音节停止采样,运用Praat语音剖析软件停止剖析,采取LZ-score法归一化,获得韩国人天然语流中的826个双音节的五度制。将五度制转成通俗话音高特点来标志;H (High),M(Middle), L(Low)。并对其停止了剖析整顿。经由过程几种分歧的角度来剖析,得出了韩国粹习者天然语流中的出现出的多种特色,并经由过程前字和后字音调的剖析,找出韩国粹习者在处置汉语音调时的偏向性。本文重要发得出以下结论,韩国人将通俗话双音节16种音调组合表示为50种调型组合。个中11种是通俗话中有的,39种是通俗话中没有的,而实际上应当涌现的5种调型组归并末涌现,这类景象是受母语腔调的作用。韩国人的音调表示重要偏向于HH/LL, LL/HH。T4/X、TT/X音调组合重要表示为HH/LL,T3/X、T2/X音调组合重要表示为LL/HH。由此可以发明韩国人的双音节音调表示重要受前音节的终点的作用。而对于韩国人来讲,最轻易控制通俗话双音节的音调组合是T1/T3和T3/T1,其他的组合都较难控制。

Abstract:

Control accurate tones on the quintessence of Han students is a challenging difficulties, many Korea student learning years of Chinese after, still can not prevent the "foreign accent". This kind of achievement in the study of other countries is also widespread, but it is worth noting is that nations learners showing of "foreigners" each are not identical, is the quintessence of Korean learners of Chinese language also has a different from other countries, South Korea "foreign accent". And the descendants of the quintessence of Korean learners of Chinese tones test analysis of ordinary is to recite lists or text of speech materials as the research object. But research shows that even recite native Chinese demonstration, expressed in natural language and reading flow when there is some difference between Chinese tones. Is after the research on natural language can flow into a practical achievement. According to the results, this paper through the process of four South Korean female Chinese natural language flow in double syllable stop sampling, using Praat phonetic analysis software analysis, take LZ-score normalization method, the Korean natural speech stream of 826 double syllable of a five degree of. The five degree system into the popular voice features high marks; H (High), M (Middle), L (Low). And has carried on the analysis to rectify. Through the process of several different point of view to analyze and draw the quintessence of Han Xi natural language of a variety of features, and through the process of word and tone word analysis, find out the quintessence of Han Xi in the disposal of Chinese tones bias. This paper made the following conclusions, South Korean popular double syllable 16 tone combinations expressed as 50 kinds of tone combination. Medium 11 are popular in some, 39 species is not popular words, and indeed should be the emergence of five tone group merge emerged at the end, this kind of scene is influenced by the native accent. South Korea said the important tone toward HH/LL LL/HH. T4/X TT/X, an important tone combination is expressed as HH/LL, T3/X, T2/X expressed as LL/HH important tone combination. This invention can double syllable tone influence Korean syllable before the end of the important subject. For the Koreans, the most popular words easily control double syllable tone is a combination of T1/T3 and T3/T1, other combinations are more difficult to control.

目录:

中文摘要   6-7   Abstract   7   第一章 探讨背景   10-15       1.1 选题缘起和选题意义   10-11       1.2 相关探讨的综述   11-12           1.2.1 中国学者关于韩国学习者声调的相关探讨   11-12           1.2.2 韩国国内关于汉语声调的相关探讨   12           1.2.3 对过去探讨的总结   12       1.3 本文的探讨目标   12-15   第二章 实验设计与实施   15-23       2.1 实验措施   15-18           2.1.1 声调负载段的确定   15           2.1.2 基频归一化的选择   15-16           2.1.3 普通话声调标记的确定   16-18       2.2 实验过程   18-23           2.2.1 实验准备   18-19           2.2.2 实验步骤   19-23   第三章 普通话双音节调型略论   23-80       3.1.调型略论   23-32           3.1.1 对普通话声调组合略论   23-24           3.1.2 调型分布略论   24-31           3.1.3 小结   31-32       3.2.声调组合的调型略论   32-50           3.2.1 T1/X调型略论   32-37           3.2.2 T2/X 略论   37-41           3.2.3 T3/X 略论   41-46           3.2.4 T4/X 略论   46-50           3.2.5 本节小结   50       3.3.声调组合前字和后字略论   50-80           3.3.1 T1/ TX 略论   52-58           3.3.2 T2/ X 略论   58-64           3.3.3 T3/ X 略论   64-70           3.3.4 T4/X 略论   70-76           3.3.5 X/TX 略论   76-77           3.3.6 本节小结   77-80   第四章 结论和教学方案建议   80-83       4.1 实验探讨结论   80-81       4.2 声调教学策略   81-83   参考文献   83-86   附件一   86-91   后记   91  

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