| 语音是汉语进修者的一年夜难点，分歧国其余先生因为受其母语的作用，在习得汉语语音的进程中有着分歧的特色。笔者在对法国留先生停止汉语语音教授教养时，发明他们在进修汉语语音的进程中表示出一些广泛性、纪律性的偏误，因而决议停止此项研究。本文以西安本国语年夜学的21位低级程度法国留先生作为研究对象，法语毕业论文，设计了语音测试表及配景查询拜访表，并对测试成果停止了听辨试验和声学剖析，统计得作声韵母的偏误率及偏误情势和音调的偏误类型，推想剖析偏误发生的缘由，并提出响应的教授教养建议。除结语外，全文共分三部门：第一部门：导论。扼要解释这项研究的目标、内容和进程，总结这一课题的研究现状，论述实际基本。第二部门：汉法语音比较剖析。分离从元音、子音和音节构造三方面临比了汉法两种说话，猜测了留先生在进修声母和韵母进程中能够会涌现的语音偏误。第三部门：偏误剖析及教授教养建议。这是本文的主体部门。从听辨试验成果中统计剖析作声母、韵母的偏误率和偏误情势，从声学剖析成果中归结作声调的偏误类型，并分离推想偏误发生的缘由，然后提出教授教养建议。声母偏误情势可归纳综合为10式，重要表示在清清音、送气不送气音、舌面音、平翘舌音和齿龈塞音方面。韵母偏误重要表示在i、前后鼻音韵母、卷舌音及和四方面。音调偏误重要表示在单字调末加尾音、去声时长较短、阳平与上声混杂三方面。文章从母语负迁徙的作用、汉语拼音计划的误导、目标语语音常识的不周全、语音要素的互相作用及先生个别进修战略等方面剖析了声韵母及音调偏误发生缘由，并分离提出了有针对性的教授教养建议。 Abstract: Pronunciation is a difficult problem for Chinese learners, and the rest of the country has different characteristics in the process of learning Chinese pronunciation because of their mother tongue. The author in the French left to stop the Chinese speech teaching, the invention of the process of learning Chinese pronunciation, said some of the broad and disciplined error, and therefore the decision to stop the discussion. This paper takes Xi'an native University 21 low degree of French students as the research object, designed the speech test table and background questionnaire, and the test results stopped listening test and acoustic analysis, the type of error statistics was silent vowels error rate and error form and tone, that reason analysis of errors occur, and puts forward the teaching suggestions in response to the. In addition to the conclusion, the full text is divided into three departments: the first part: introduction. The goal, content and process of the research are briefly explained, and the research status of this topic is summarized. The second sector: a comparative analysis of Chinese speech. Separation from vowels, consonants and syllable structure three aspects of the law than in two languages, the students in the study of speech that consonants and vowels may appear in the process of error. Third departments: error analysis and teaching suggestions. This is the main body of this paper. From the listening test results in statistical analysis: mother, vowels error rate and error situation, the type of error for acoustic tones from the analysis of the results of the separation and the reason that comes down, errors occur, and then put forward the teaching suggestions. Initian errors form can be summarized as 10 important type, said in a clear, voiceless aspirated and unaspirated sound, palatal, retroflex and flat alveolar plosive aspects. Vowel error important said in I, before and after nasal vowels, retroflex and and four. Pitch error important said in tones at the end, Qusheng adding tail length is short, and three mixed tone tone. The negative effects of migration influence each other, from the native language, Chinese Pinyin misleading goal language knowledge is not comprehensive, and individual speech elements Mr. learning strategies and other aspects of vowel sound and tone errors cause separation and put forward targeted teaching suggestions. 目录: 摘要 5-6 Abstract 6 一、导论 9-16 1.1 探讨的目的和意义 9 1.2 探讨历史与近况 9-12 1.2.1 对于法国留学生语音偏误的探讨 9-10 1.2.2 对于其他国家留学生语音偏误的探讨 10-12 1.3 探讨的理论基础 12-13 1.3.1 对比略论理论 12 1.3.2 偏误略论理论 12-13 1.4 探讨的内容和过程 13-16 1.4.1 设计语音测试字表 14 1.4.2 选定合适的调查对象 14 1.4.3 语音样本的采集 14-15 1.4.4 语音样本的略论 15 1.4.5 统计语音样本的偏误率和偏误形式 15 1.4.6 对统计结果进行理论略论并研讨偏误的成因 15-16 二、汉法语音对比略论 16-26 2.1 元音对比 16-20 2.1.1 汉法单元音对比 16-18 2.1.1.1 发音相同或相似 17-18 2.1.1.2 发音不同 18 2.1.2 汉、法鼻元音对比 18 2.1.3 汉语的复合元音 18-19 2.1.3.1 二合元音 19 2.1.3.2 三合元音 19 2.1.4 留学生元音学习难点预测 19-20 2.2 辅音对比 20-24 2.2.1 汉法辅音音位对比 20-21 2.2.2 汉法辅音异同 21-23 2.2.3 留学生汉语辅音难点预测 23-24 2.3 音节结构对比 24-26 2.3.1 汉语音节结构 24-25 2.3.2 法语音节结构 25-26 三、法国留学生学习汉语语音的偏误略论及教学建议 26-52 3.1 声母部分 26-35 3.1.1 偏误表现 26-30 3.1.2 偏误产生原因 30-32 3.1.3 教学建议 32-35 3.1.3.1 对于送气特征 32-33 3.1.3.2 对于清浊特征 33-34 3.1.3.3 对于平翘舌音 34 3.1.3.4 对于舌面音 34 3.1.3.5 对于齿龈塞音腭化 34-35 3.2 韵母部分 35-42 3.2.1 偏误表现 35-38 3.2.2 产生偏误原因 38-39 3.2.3 教学建议 39-42 3.2.3.1 对于 i 39-40 3.2.3.2 对于前后鼻音韵母 40-41 3.2.3.3 对于卷舌韵母 41 3.2.3.4 对于 和 41-42 3.3 声调部分 42-52 3.3.1 偏误表现 42-47 3.3.2 偏误产生原因 47-48 3.3.3 教学建议 48-52 3.3.3.1 理论指导，培养声调意识 49 3.3.3.2 音形结合，借助语音软件 49-50 3.3.3.3 循序渐进，法语毕业论文，反复操练难点 50-51 3.3.3.4 偏误教学，声调实例略论 51-52 结语 52-53 参考文献 53-55 附录 55-57 致谢 57 |
