俄國和法國學生聲調偏誤研究

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题名:	俄國和法國學生聲調偏誤研究 An error analysis of Mandarin tones produced byRussian and French students
作者:	張文珍
贡献者:	華語文教學碩士學位學程
关键词:	偏誤分析正負遷移聲調習得華語流利度 error analysis positive and negative transfer Mandarin tones Mandarin fluency
日期:	2020
上传时间:	2020-08-12 10:49:33 (UTC+8)
摘要:	本文討論了在印歐語系語境下學生對華語的聲調習得。本文進行了兩個實驗：（1）使用Zhang（2006）的「肢體教學法」（SEA）進行小規模的教學實驗，以驗證其有效性。法國和俄羅斯屬於印歐語系。對於這些學習者來說，他們的母語沒有聲調，因此他們中文的輸出容易受到自己語言的母語干擾。Zhang（2006）的「肢體教學法」以身體為中心，通過哼唱，拍手，節奏和動作來教學，以通過語言節奏來提高學習者對聲調和節奏的敏感性。這種教學方法可以增強俄語和法語學習者學習華語發音的能力。本文的資料來自對一所學校的六名外籍學生進行的中文課堂口語測試的結果，以分析學生的聲調偏誤。（2）在第二項研究中，將法語和俄語學生的所有口語語料提供給10 名以中文為母語的老師進行分析。這項研究的結果將通過定量（統計資料）和視覺化（繪製曲線）的形式呈現出來，並且用Praat 來分析學習者的口語資料並探究偏誤的根源。在為期一個學期的「肢體教學法」研究之後，俄羅斯學生和法國學生的語料證明了他們的中文有很大的進步，並且自己獨白時語音的流利度也有很大的進步；但是經過了長久的華語訓練，法語和俄語學生們的聲調還會受到母語的影響。本文雖然找到了偏誤的原因，但怎麽在教學上減少母語語調對他們華語的影響值得繼續研究。 This paper discusses the tone acquisition of Chinese by students in the context of Indo-European languages. This paper conducted two experiments: (1) Using Zhang (2006)'s "Somatically-Enhanced Approach" (SEA) to conduct small-scale teaching experiments to verify its effectiveness. France and Russia belong to the Indo-European language family. For these speakers, there is no concept of tone in their mother tongues, so their production in the Chinese language is more likely to be affected by negative interference from their own languages. Zhang (2006)'s "Somatically-Enhanced Approach" is centered on the body, teaching through humming, clapping, rhythm and movement to increase learners' sensitivity to tone and rhythm through language rhythm. This teaching method can enhance the ability of Russian and French learners to learn Chinese pronunciation. The data in this thesis comes from the output of a Chinese class oral test of six foreign exchange students in a school to analyze the tonal errors of students. (2) In the second research all the spoken language corpus of French and Russian students were provided to ten native speaking Chinese teachers for analysis. The results of this study will be presented through quantitative (statistical data) and visualization (drawing curves) using Praat. After a semester of using the "Somatically-enhanced Approach" to teach, student data proved that they had made great progress in Chinese, and their phonetic fluency in monologues has also improved greatly. However, after a long time undertaking Chinese language training, the tones of French and Russian students are still affected by their mother tongue. Although this article has found the reasons for some of the errors, how to reduce the impact of the mother tongue's intonation on their Chinese tones in teaching is worth continuing to research.
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