汉语二语语音韵律的听辨实验与教学研究  

Perceptual study and teaching methods on speech prosody for Mandarin as a second language

作　　者：章婷[1] 鹤谷千春 

机构地区：[1]南京师范大学语言信息科技研究中心,江苏南京210097 [2]格里菲斯大学语言学院

出　　处：《南京师范大学文学院学报》2013年第4期165-172,共8页Journal of School of Chinese Language and Culture Nanjing Normal University

基　　金：国家社会科学基金青年项目"普通话与粤语的韵律比较及二语习得韵律偏误分析研究"(10CYY009);江苏省社会科学基金项目"汉语二语习得的语音韵律偏误研究"(09YYB006);江苏高校哲学社会科学重点研究基地重大项目"语音韵律的跨语言比较及二语韵律的偏误分析与自动评测"(2010JDXM024);江苏高校优势学科建设工程资助项目

摘　　要：语音是语言学习的重点也是难点。海外的汉语语音教学,缺少现实的语言环境,学生们在规则指引下比较容易习得单字调,但是一旦进入语流,仍然普遍存在洋腔洋调的现象,这是教学中没有重视连续语流的韵律结构造成的。多数学者认为,在构成语音韵律的音长、音高、音强三要素中,音高是决定汉语语音自然度的主要因素。然而,我们通过对德国学生汉语发音的听辨实验发现,音长对于汉语语音的自然度同样重要,音长偏误也是产生洋腔洋调的主要原因之一。因此,对外汉语教学在训练单字调的同时,更要重视训练多音节词的音高与音长模式。本文结合第一作者在澳大利亚的对外汉语教学实践,提出了一些行之有效的语音教学方法。In learning Mandarin as a second language, it is usually observed that the students are able to acquire the lexical tones in isolated syllables very well, but there is still conspicuous foreign accent in their continuous speech. This should be attributed to the lack of effective teaching on the prosodic structures of continuous speech. Although it has been generally accepted that pitch plays the primary role in the naturalness of Mandarin speech, a perceptual experiment conducted on L2 Mandarin speech produced by German students showed that timing also played an important role in the naturalness of L2 Mandarin speech, and timing error was one of the main causes for the foreign accent a second language, attention should be paid not patterns of connected polysyllabic words. On the second language in Australia, we proposed some ral prosody for L2 Mandarin speech. in L2 Mandarin speech. Therefore, in teaching Mandarin as only to isolated lexical tones but also to the pitch and timing basis of the first author＇ s practice in teaching Mandarin as a effective methods for teaching students to produce more natural prosody for L2 Mandarin speech.

关 键 词：音长 音高 语音自然度 汉语二语语音 对外汉语教学 

分 类 号：H116.4[语言文字—汉语]