| 本文以汉语语句中根本的韵律单元--韵律词为考核对象，从留先生汉语语句韵律习得的角度着手，对泰国、印尼和韩国留先生双音节韵律词音节音高高点、低点和音域方面的表示停止了试验考核，并将其与中国粹生停止比较，剖析了留先生汉语韵律词的偏误形式及其成因。成果发明，韩语论文网站，韩国和印尼留先生双音节韵律词中音高高点和低点的偏误相当广泛，其音高均显著低于中国粹生，缘由能够是两个国度留先生非音调母语惹起的母语负迁徙感化。泰国留先生由于其母语和汉语同为音调说话，韩语论文网站，是以对韵律词内音节音高的掌握绝对较好。但其阴温和阳平音节音高的高点和低点也异样显著比中国粹生偏低。音域方面，除印尼留先生上声响节音域窄于中国粹生，存在较显著的偏误外，三个国度留先生韵律词内音节音域的表示全体较好。也就是说，留先生汉语韵律词的音高偏误形式可以概述为：音域绝对精确，但音阶广泛存在显著的全体下移。 Abstract: In this paper, the fundamental unit of rhythm in Chinese sentences -- prosodic words as the research object, starting from the students acquisition of Chinese sentence prosodic perspective, said in Thailand, Indonesia and South Korea students double syllable prosodic word syllable pitch high and low range and the stop test, and the China students stopped, analysis of the students of Chinese prosodic word error form and its causes. Results of invention, South Korea and Indonesia, leaving Mr. disyllabic prosodic words similar to the highs and lows of bias is quite wide, the pitch was significantly lower than the Chinese student, why can is two country students non tone caused negative influence of mother tongue migration. Mr. Thailand, because of their mother tongue and Chinese with the same as the tone of speech, is to the rhythm of the pitch of the syllable is absolutely good. But the mild Yin Yangping syllable pitch highs and lows also significantly lower than Chinese students. Baidu, except Indonesia students narrow range in China ring tone day student, there are significant errors, three countries left Mr. prosodic word syllables in range that all good. That is to say, students of Chinese prosodic word pitch error can be summarized as: an absolute precision, but the scale is widespread all down significantly. 目录: 摘要 3-4 Abstract 4 目录 5-7 1. 绪论 7-14 1.1 选题意义 7-8 1.2 探讨对象及范围的界定 8 1.3 探讨近况 8-11 1.3.1 汉语韵律词音高探讨 8-9 1.3.2 汉语轻声音高探讨 9-11 1.3.3 留学生汉语韵律词音高习得情况的探讨 11 1.4 实验措施 11-14 1.4.1 发音人、录音材料、录音及标注 11-12 1.4.2 略论措施 12-14 2. 留学生韵律词音高的习得情况略论 14-48 2.1 留学生阴平的音高习得情况 14-18 2.1.1 泰国留学生阴平的音高习得情况 14-15 2.1.2 印尼留学生阴平的音高习得情况 15-16 2.1.3 韩国留学生阴平的音高习得情况 16-18 2.2 留学生阳平的音高习得情况 18-26 2.2.1 泰国留学生阳平的音高习得情况 18-21 2.2.2 印尼留学生阳平的音高习得情况 21-23 2.2.3 韩国留学生阳平的音高习得情况 23-26 2.3 留学生上声的音高习得情况 26-34 2.3.1 泰国留学生上声的音高习得情况 26-29 2.3.2 印尼留学生上声的音高习得情况 29-31 2.3.3 韩国留学生上声的音高习得情况 31-34 2.4 留学生去声的音高习得情况 34-42 2.4.1 泰国留学生去声的音高习得情况 34-37 2.4.2 印尼留学生去声的音高习得情况 37-39 2.4.3 韩国留学生去声的音高习得情况 39-42 2.5 留学生轻声的音高习得情况 42-48 2.5.1 泰国留学生轻声的音高习得情况 42-44 2.5.2 印尼留学生轻声的音高习得情况 44-45 2.5.3 韩国留学生轻声的音高习得情况 45-48 3. 略论与讨论 48-53 3.1 留学生韵律词音高习得情况总结 48-50 3.1.1 泰国 48 3.1.2 印尼 48-49 3.1.3 韩国 49-50 3.2 留学生韵律词音高习得的母语迁移 50-51 3.3 留学生韵律词教学建议 51-53 4. 总结 53-54 参考文献 54-56 附录 56-114 在学期间发表论文清单 114-115 致谢 115 |
