| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，俄语论文网站，俄语论文题目，内容请直接查看目录。） 汉语是一种音调说话。汉语的音调具有差别语义的感化,与俄语等非音调说话比拟,音调是汉语最根本且最明显的特点。音调能反应通俗话语音的根本面孔和根本特点。好比,tang, tang, tang, tang,发音完整雷同,只是音调分歧,意思就纷歧样。不克不及把“我要tang "(汤)说成“我要tang(糖)”,也不克不及把“你tang(躺)”说成“你tang(烫)”。不然说出来的汉语多半带洋腔洋调,令人难以懂得。音调的标准水平根本上决议着一小我通俗话程度的高下。是以,在对俄汉语教授教养中,应把对音调偏误的改正作为一个教授教养重点。先生要学好音调,一是靠模拟,二是靠记忆。就是说,在低级阶段进修每个词都要先模拟,模拟对了,还要记住。音调是音节的一部门,每个音节都有一个音调,每个词都有固定的音调,要记住一个词,就包含要记住这个词的音调。对于留先生而言,控制这一点异常难。本文商量母语为俄语的留先生进修汉语音调进程中碰到此方面的成绩,对形成这些成绩的缘由停止剖析,并提出应对战略。愿望本文的研究能对母语为俄语的留先生音调进修有所赞助,而更具有针对性,这对进步对外汉语教授教养质量具有主要的意义。同时,本文经由过程查询拜访比拟,总结出母语为俄语的留先生在进修汉语的音调方面涌现的偏误特色,继而对形成偏误的缘由停止深刻地剖析,同时提出详细的处理战略。这对母语为俄语的留先生的音调教授教养具有必定的参考价值。 Abstract: Chinese is a tone. Chinese tone has a different semantic role, and Russian and other non voice tones are compared, the most fundamental characteristics of Chinese and the most obvious. Can the fundamental and fundamental characteristics of face tone reaction popular speech. For example, Tang, Tang, Tang, Tang, sounds exactly the same, just tone differences, meaning is different. I cannot take the "Tang" (soup) to say "I want Tang (sugar)", "you cannot put Tang (lie)" say "you Tang (hot)". Or say most Chinese with foreign accent, it is difficult to understand. The standard level of fundamental tone resolution with a popular high degree of ego. So in the Russian and Chinese teaching, should be put on the pitch error correction as a teaching focus. MR to learn tone, one is on the simulation, two is to rely on memory. That is, for each word in the lower stage before simulation, simulation, remember. The pitch is a department of syllables, each syllable has a tone, each word has a fixed tone, to remember a word, is to remember the word tone. Stay on MR, this point is hard to control. This paper discuss the native Russian students learning Chinese tone in the process of the achievements of this encounter, reasons for these results are analyzed, and puts forward the coping strategy. This study wishes to native speakers of Russian students learning tones to sponsor, and more targeted, it is of great significance to the progress of Chinese teaching quality. At the same time, this paper through the process of query visit compared, summed up the native Russian leave Mr. in learning Mandarin tones emergence of error characteristics, then the form error reason stop deeply analysis, and puts forward the detailed processing strategy. The professor tone rearing native Russian students has a certain reference value. 目录: 摘要 3-4 Abstract 4 第一章 绪论 7-11 1.1 探讨意义 7 1.2 探讨对象 7-8 1.3 探讨材料 8 1.4 探讨措施 8 1.5 调查统计的基本数据 8-11 第二章 俄语母语者汉语声调的偏误表现 11-19 第一节 俄语母语者声调发音偏误略论 11-17 1.1 阴平的偏误 11-13 1.2 阳平的偏误 13-14 1.3 上声的偏误 14-16 1.4 去声的偏误 16-17 第二节 音变造成的声调偏误 17-19 2.1 上声音变的偏误 17 2.2 去声音变的偏误 17-18 2.3 轻声的偏误 18-19 第三章 俄语母语者汉语声调的偏误原因略论及教学策略 19-28 第一节 偏误原因略论 19-22 1.1 母语的负迁移影响 19-21 1.2 声调听力辨音能力弱 21-22 1.3 学习者重视程度不足 22 第二节 针对俄语母语者声调偏误的教学策略 22-26 2.1 建立俄语母语者对汉语声调的感知基础 22-23 2.2 强化训练,培养俄语母语者的汉语语感 23-25 2.3 建立声调教学贯穿始终的教学观念 25 2.4 声调训练法 25-26 第三节 对教师的建议 26-28 3.1 严要求、高质量、重复习 26-27 3.2 提倡在语音教学中采取“定音法”有层次地展开教学计划 27-28 结论 28-29 参考文献 29-30 致谢 30 |
