导　　师： 马跃

学科专业： 050102

授予学位： 硕士

作　　者： ;

机构地区： 暨南大学

摘　　要： 本研究考察了泰国中学生汉语四声单字调的获得情况,对其获得情况进行了可能的原因分析,并针对泰国学生单字调存在的声调偏误提出了针对性的教学意见。 本研究分两部分对获得情况进行调查。第一部分采用听辨测试的方式,考察被试对汉语单字调的听觉感知能力;第二部分从班里随机抽出两个泰国学生,另找了一位普通话标准的中国学生,来进行同样材料的录音,对得到的汉语声调样本用Praat进行调长、调域、调值调型的声学分析,以考察泰国学生单字调的输出情况。 我们发现对于泰国学生来说,获得情况最差的是阳平,折点靠后,阳平声调模型接近汉语上声,调值存在偏误;其次是上声,折点位置靠后,调值和调长存在偏误;折点后移可能成为阳平和上声的一个区别特征;再次是去声,调长过长;最后是阴平,调型上有微降的情况。总之阳平和上声混淆,是最主要的偏误。 依据对调查结果的分析,我们对于泰国学生的汉语声调获得情况有了初步了解,从泰语母语的迁移和学习环境的角度对其可能的原因进行了探讨,最后针对泰国学生的声调偏误,笔者提出了在泰国的汉语声调教学中,延长教学时间,加强声调的听辨训练和声调知识的传授等的教学建议和先教半上的教学策略。 This thesis inspected Thai middle-school students' attainment of mandarin mono-syllabic tones, explained the possible reasons of causing this attainment,and put forward some pertinent suggestions to tone teaching according to the errors existing in the Thai students' mandarin mono-syllabic tones. There are two experiments in the thesis.In experiment 1,we used the Task of auditory presentation to study Thai students' auditory perception of mandarin mono-syllabic tones;in experiment 2,we selected randomly two students from the studied class and one Chinese student who can speak standard mandarin,recorded their pronunciation of the same material with the experimentl,and then analyzed their pronunciation sample by the Praat speech sound software so as to research their output quality of mandarin mono-syllabic tones. It was found that the attainment of the second tone is the worst of four tones,and with the delayed turning point of its pitch curve,its pitch model is close to the third tone,while there are errors in the pitch value;the attainment of third tone is the worse one,the turning point of its pitch curse is delayed,while there are errors in the pitch value and duration;the delayed turning point may be a distinguished characteristic between the second tone and the third tone; comparing with the second and the third tone,the attainment of the forth tone is good,but duration is too long;the attainment of the first tone also good,but the pitch value may go down slightly.In a word,confusion with the second tone and the third tone is the most serious of all the errors. On the base of the analysis of the research result,we had obtained the primary understanding about Thai students' attainment of mandarin tones,and then discussed the possible reasons from the perspectives of transfer of mother tongue and learning environment.At last,the author put forward the teaching strategy of teaching the first half of the third tone firstly,and some teaching suggestions,such as extending the period of learning phonology,strengthening the drills of auditory distinguishing and teaching of knowledge of Chinese tones.

关 键 词： 单字调 声调获得 偏误

分 类 号： [H195]

领　　域： [语言文字]