泰国职校学生汉语学习语音偏误探讨Thailand vocational school students learning Chinese pronunciation error research 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，泰语论文，内容请直接查看目录。） 泰国的职业教导自上世纪70年月获得敏捷成长以来，一向坚持优越成长趋向，职业技巧院校的在校生每一年都在增多，黉舍教授教养本质、办学才能等各方面都获得了有用的进步。同时，泰国的汉语进修高潮也日趋低落，全国高低都在积极地进修汉语，在这股进修汉语的高潮作用下，泰国许多职业技巧院校也开设了汉语课程。但因为泰国职业技巧院校的教导体系体例和就读于职业技巧院校的泰国粹生本身的社会特点等方面的作用，使得泰国职业技巧院校的汉语课开设情形出现出很多特别性，与通俗中学或高校的汉语课开设状态有极年夜的分歧，存在着开设课时少，进修强度不敷、对先生汉语进修程度请求不高级特色。是以，鉴于这类情形，泰国职校的汉语课开设也只能以白话课为主，停止不了综合课的开设，汉语综合课也不合适在泰国职业技巧院校中开设。因为汉语课的开设重要以白话课为主，泰语论文，语音的教授教养就显得尤其主要。对语音的控制也是控制一门新的说话的基本，同时，较好地控制目标语的语音也最直接表现着第二说话进修者的进修结果。第二说话进修者在进修一门外语时涌现偏误景象长短常广泛的，是以，职校先生在汉语进修时，也会涌现各类各样的偏误，重要包含语音、语法、辞汇、汉字等方面的偏误，本论文的研究重点是泰国职校进修者的语音偏误，联合笔者的教授教养理论进程，在汇集语料的基本上树立语料库，运用第二说话习得实际，对语料库停止整顿研究，从而总结出泰国职校先生汉语进修语音偏误纪律，找出偏误缘由，并针对缘由提出响应的对策，从而有用地指点教授教养理论，也为泰国职校先生汉语进修者的进修供给指点性看法。 Abstract: Thailand's Vocational Education in the last century since the 70 years of rapid growth, has always been adhering to the superior growth trend, vocational skills of the students in each year are increasing, the nature of school education, school education and other aspects of the useful progress. At the same time, Thailand's Chinese language learning climax is also increasingly low, the country is actively learning Chinese, in the climax of the study of Chinese language, Thailand many vocational colleges also opened a Chinese language courses. But because of the style of teaching system in Thailand colleges and enrolled in the occupation skills of College Students Occupation Skills of Thailand's own social characteristics and other aspects, the Thailand occupation college Chinese courses skills show many special cases, and popular high school or college Chinese courses have great differences in the state, there are open small class, learning strength is not enough, Mr. on Chinese language degree request is not advanced features. Is, in view of this kind of situation, Thailand vocational school Chinese courses only to oral English class, can not stop the creation of integrated curriculum, integrated Chinese course is not suitable to open in Thailand colleges occupation skills. Because the creation of the Chinese course is an important course in the vernacular, the pronunciation of the teaching is particularly important. The control of speech is also the basic control of a new language, at the same time, better control of the target language pronunciation is also the most direct performance of the second language learners' learning results. Second language learners in learning a foreign language when the emergence of bias phenomenon is of much broader, is to study Chinese in vocational school, sir, the error will emerge a variety of important, including voice, grammar, vocabulary, speech errors Chinese characters etc., this thesis focuses on the speech of Thailand vocational education the errors, the author combined with teaching process theory, establish the corpus in the collection of data basically, second acquisition of the actual application to talk, stop the rectification of corpus research, which summed up the Thailand Vocational School Mr. Chinese language pronunciation errors of discipline, to identify the error reason, and put forward the corresponding countermeasures according to the reasons, in order to effectively guide teaching theory, education also provides guidance of views for the Chinese learners of Thailand Vocational School of mr.. 目录: 摘要 5-6 Abstract 6 第一章 导论 9-13 1.1 选题意义和目的 9-10 1.2 探讨近况综述 10-11 1.3 理论基础 11-12 1.4 探讨范围 12 1.5 探讨措施及过程 12-13 第二章 泰国职校学生汉语学习近况及特点 13-18 2.1 泰国职校学生汉语学习近况 13-15 2.1.1 学校概况简介 13 2.1.2 学校汉语课开设时间及师资状况 13 2.1.3 汉语课的课程设置及考核方式 13-14 2.1.4 学生构成及学习态度 14-15 2.2 泰国职校学生汉语学习特点 15-17 2.2.1 整体上重视不够，汉语学习意识薄弱 15-16 2.2.2 汉语课以口语课为主，重视语音教学 16-17 2.3 泰国职校汉语语音教学特点 17-18 第三章 泰国职校学生主要汉语语音偏误 18-24 3.1 口语语料库的建立 18-19 3.1.1 口语语料的来源及采集方式 18 3.1.2 口语语料的构成 18-19 3.1.3 语料的处理方式 19 3.2 常见的语音偏误 19-23 3.2.1 声母语音偏误 19-21 3.2.2 韵母语音偏误 21-22 3.2.3 声调语音偏误 22-23 3.3 职校学生汉语语音偏误的特殊性 23-24 第四章 泰国职校学生汉语语音偏误产生的原因 24-29 4.1 语言因素 24-27 4.1.1 汉泰两种语音系统的异同 24-26 4.1.2 母语的正迁移与负迁移 26-27 4.2 非语言因素 27-29 4.2.1 教育制度的作用 27 4.2.1.1 泰国国家教育制度 27 4.2.1.2 职业学院教育制度 27 4.2.2 职校学生社会特征的作用 27-28 4.2.2.1 年龄特征 27 4.2.2.2 群体特征 27-28 4.2.3 职校学生学习目的、兴趣与动机的作用 28-29 第五章 基于偏误略论的汉语语音教学策略 29-31 5.1 坚持汉泰对比的准则 29 5.2 坚持因地制宜的准则，注重课堂教学的趣味性 29-31 5.2.1 因地制宜 29-30 5.2.2 注重课堂教学的趣味性 30-31 5.2.2.1 夸张法、手势法、道具法、带音法的应用 30 5.2.2.2 在语音的教学过程中引入竞争 30-31 第六章 结语 31-32 参考文献 32-34 致谢 34-35 附录一 35-38 附录二 38-41 附录三 41 |
