| （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，内容请直接查看目录。） 第二说话音系常识习得包含音位常识，音系配列规矩常识和音系规矩常识的习得。论文以自溯式研究为主，将研究对象定为成人第二说话习得者，对其习得第二说话音系常识，德语论文网站，重要是音位常识，的进程及门路停止初步商量。论文分为五章。第一章陈说论文的主题，德语论文范文，研究对象，研究办法及文中触及的一些实际，假说，术语及采取的语音符号。第二章和第三章集中评论辩论作者以往进修法语，德语等第二说话时的阅历，运用现实例子来商量说话习得机制(LAD)的运作纪律，焦点目标是商量习得者若何对获得的说话信息停止分辩，懂得，归结以得出纪律，并终究将音系常识加之内化成为小我的说话才能。第四章中作者依据后面所作出的推论和结论，针对年夜学英语语音教授教养提出一些小我的意见和建议。最初，作者归结总结全文，再次强调应有用运用第二说话音系常识习得的纪律来指点语音教授教养及小我的说话进修。文中触及德语、法语和印地语的例子，获得系上几位先生的指点和赞助，在此一并申谢。 Abstract: Second speak of phonological knowledge acquisition includes phonological knowledge, phonological arrangement rules of common sense and phonological rule knowledge acquisition. Paper to abductive research, research object for adult second language acquisition researchers, to the acquisition of the second talk phonological knowledge, it is important to phonological knowledge. The process and opportunities stop preliminary discuss. This paper is divided into five chapters. In the first chapter, Chen said the theme, research object, research methods and the touch of some practical, hypothesis, the term and take the phonetic symbols. The second chapter and the third chapter reviews are debated intensively to the past to learn French, German ranking second language experience, practical application examples to discuss speak acquisition mechanism (LAD) operation discipline, focus is to discuss learners how to get the language information stop arguing, know, attributed to that discipline, and eventually the phonological knowledge in addition to internalize into the person to speak to. The author made back in Chapter fourth inferences and conclusions, for College English speech and puts forward some opinions and suggestions on the teaching of ego. At first, the author summarizes the full text, again emphasized the useful application of second phonological knowledge acquisition to discipline to guide speech teaching and personal language learning. Touch the German, French and Hindi examples, a system of gentlemen guidance and patronage in this together. 目录: Introduction 6-9 Chapter One: General Description: Theory Basis 9-21 1．1 Phonological Acquisition 9-12 1．2 Symbols 12-15 1．3 Features 15-17 1．4 About the Subject and Languages Involved 17-21 Chapter Two: Acquisition of Phonemic Knowledge of an L2 21-44 2．1 Acquisition of the ”Familiar” Phonemes 24-26 2．2 Acquisition of the ”Close” Phonemes 26-31 2．3 Acquisition of the ”New” Phonemes 31-33 2．4 Three Possible Patterns of Phonemic Acquisition 33-36 2．5 Experiment of Pure Instructional Acquisition: Hindi 36-44 2．5．1 Alphabet Reading: First Round of Contact 39-40 2．5．2 Phonemic Acquisition 40-44 Chapter Three: Acquisition of Phonotactic and Phonological Rules 44-52 3．1 Acquisition of Phonotactie Rules 45-47 3．2 Acquisition of Phonological Rules 47-52 Chapter Four: Suggestions on Phonological Instruction in College English Course 52-59 4．1 Features of College English Learners 53-54 4．2 Necessity for Students‘ Standard Pronunciation 54-55 4．3 A Need to Improve Teacher’s Ingredients 55-59 Chapter Five: A Brief Conclusive Section 59-61 Index The International Phonetic Alphabet （revised to 1993） 61-62 Bibliography 62-19 Table 1．1 （a, b） French Oral Vowels and Consonants 19 Table 1．2 （a, b） German Oral Vowels and Consonants 19-23 Table 2．1 Names and Pronunciation of Letters of the Alphabet in English, German and French． 23-38 Table 2．2 （a, b, c） Chart of Hindi （Devanagari） Alphabet and Phonemes． 38-43 Table 2．3 Acquisition Pattern and Processes of Hindi Phonemes by the author． 43-63 |
