日籍學習者華語發音之偏誤分析矯正與教學研究 The Analyses, Correction and Teaching Research of some Japanese Learners’ Mandarin pronunciation

Date
2008
Authors
陳慶華
Chen Ching Hua
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Abstract
日籍學習者華語發音之偏誤分析矯正與教學研究 中文摘要 關鍵字 中介音、分析矯正、音節與音拍、語音教學、中日音系對比 鑑於華語教學日籍生居多的事實,及其在語音方面的障礙,切身感到日 籍生中介音現象很難導正,甚至僵化。因此想深切了解日籍生的中介音現 象,再根據日籍生中介音的特徵及錯誤類型,提出矯正及教學對策,期能改 善他們的語音偏誤。 為達此目標,本論文闡述研究動機與目標、研究範圍及相關名詞解釋。 在前輩學者專家的理論基礎上,探討中介音理論、進行中日音系對比分析, 並探討日籍生華語語音、聲調的偏誤現象及成因,也探討本研究所欲採用的 教學理論。並詳述研究方法,首先提出研究假設,假設在前人研究結果的基 礎上,結合自己的華語教學經驗與實踐,所提出之矯正方法與教學研究是有 效的。接著介紹研究對象、實驗語料之收集、說明研究過程及綜合歸納分析 日籍生的語音偏誤(中介音),作為本文語音實驗研究中審聽老師記錄中介 音之參考,並闡述施測過程。研究結果(實驗結果之分析),包括聲調(陰 平、陽平、上聲、去聲)、聲母、韻母、雙音節四聲加輕聲混和之偏誤、三 音節上聲相連之偏誤分析、啊化韻、兒化韻。 矯正日籍生華語發音偏誤的教學策略,採取「情景教學法」、「任務教 學法」之精髓並運用多媒體將資訊融入語音教學的整合式教學理念。語音教 學的原則,把握科學性、實踐性、對比性、直觀性及趣味性等原則,在理論 指導下精講多練。並針對日籍生的各項偏誤點提出解釋、引導及教學對策。 又顧及語音教學須有延續性,所以強調利用Moodle 的網路教學平台做為課 後的延伸學習,加強鞏固。 最後將本論文的論述做出總結,並認為無法完成整套的實驗前、後測試 是不足之處,並提出對華語教師的期許,更希望能積極擴大華語與各國語音 之對比分析,編寫具針對性的中高級語音教材,使語音教學能收事半功倍之 效。
The Analyses, Correction and Teaching Research of some Japanese Learners’ Mandarin pronunciation English Abstract Keywords: interlanguage phonetics, analyses& correction, syllables & mora,phonetics teaching, the contrast between mandarin and Japanesephonologies Since a majority of Mandarin learners are Japanese who often haveobstacles to pronounce inter-language phonetics when speaking Mandarin,I’m passionately to investigate how this would happen in order to developteaching methodologies aimed to improve their speaking sounds errors. Evaluating the mission I want to achieve, firstly I demonstrate my motivation, goals, the scope, and some related terminologies. In addition to otherprofessionals’ theories, I introduce the interlanguage theory and provide analysesof the contrast between Mandarin and Japanese Phonologies, studying rationaleswhich may cause errors on Japanese students’ speaking sounds and tones, and explaining my teaching theories. Further, I develop research methodologies. AtFirst, I make prepositions combined by former researches and my own Mandarin teaching experience and practices, assuming that my teaching methods work.Then I introduce research targets, collecting experimental linguistic materials, describing research processes, and analyzing Japanese students’ errors whenpronouncing the interlanguage. Those results will be references for auditing teachers and those testing processes will be described as well. Moreover, thoseresearch results (analyses of the experiment) will be provided, including Tones(1st Tone, 2nd Tone, 3rd Tone and 4th Tone ), Initials, Finals, analyses of the erroron the mixture of dissyllables when pronouncing the 4th Tone with the NeutralTone, analyses of the error on speaking triple-syllable linked with the 3rd Tone , the “a” Final Sounds and the “er” Final Sounds. Besides those described above, I also develop teaching methodologies aimed to correct and improve Japanese students’ Mandarin pronunciation errors,applying “The situational Approach” and “The Task Teaching Methodology.”Furthermore, I integrate multimedia with my phonetics teaching, trying asscientifically, practically, contrastingly, directly and interestingly as possible to teach Japanese students phonetics, and strategically using the teaching aid“Moodle” online platform to strengthen their after-class learning. In summary, I conclude my research paper and consider that it is stillincomplete because a before-after experiment cannot be accomplished by now. I also envision that in the future, we can have more thorough analyses of thecontrast between Mandarin and other languages in order to create moretarget-focused middle-to-high level Phonetics teaching materials to improve the Phonetics teaching.
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Keywords
中介音, 分析矯正, 音節與音拍, 語音教學, 中日音系對比, interlanguage phonetics, analyses & correction, syllables & mora, phonetics teaching, the contrast between mandarin and Japanese phonologies
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