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題名 越南籍學習者華語聲調偏誤類型與習得難點研究
A study on tone error types and learning difficulties among Vietnamese learners of Mandarin Chinese作者 陳氏映月
Tran, Thi Anh Nguyet貢獻者 杜容玥
Tu, Jung-Yueh
陳氏映月
Tran, Thi Anh Nguyet關鍵詞 越南學習者
華語聲調
「一」變調
「不」變調
上聲變調
華語教學
Vietnamese learners
Mandarin tones
"一" tone sandhi
"不" tone sandhi
tone 3 sandhi
Mandarin language teaching日期 2024 上傳時間 5-Aug-2024 13:24:52 (UTC+8) 摘要 對於華語學習者而言，聲調總是學習者的學習難點之一，尤其是華語的變調現象，而聲調是華語區分語義的重要因素。對於母語為聲調語言的越南學習者來說，聲調可能不是陌生的概念，但在學習華語的過程中，學習者會遇到聲調方面的學習難點，尤其是母語所缺乏的變調現象。因此，本文旨在針對越南母語學習者華語單字調、「一」變調、「不」變調進行聽辨和發音測驗，以及T3二字組變調和T3三字組變調發音測驗研究。通過語料收集與分析，探討學習者在華語聲調的感知與產出出現的具體偏誤，並將偏誤進行歸類和探討。本文結合訪談方式，以瞭解學習者的華語聲調學習策略及學習難點，進一步瞭解學習者聲調表現背後的學習背景及學習策略。 通過針對峴港大學附屬外國語大學漢語言專業的45位學生，包含大一到大四，分為三組初、中、高級學習者進行。研究發現：在華語單音節詞方面，學習者表現良好，偏誤率幾乎為零；在雙音節詞聲調聽辨方面，難易度由高到低為：T4 > T1 > T2 > T3；雙音節詞聲調發音難易度由高到低為：T4 > T1 > T3 > T2。主要的偏誤模式為T1和T4混淆。「一」變調、「不」變調和T3變調的測驗偏誤分析主要以四種偏誤類型進行探討，為：過度概括、應用不足、合併與其他。研究結果表明，「一」變調的主要偏誤為「應用不足」，「不」的主要偏誤為「其他」偏誤類型，T3二字組的發現表現相對較好，主要偏誤為「應用不足」，而T3三字組變調發音表現較差，主要偏誤為「過度概括」和「應用不足」。 根據研究結果，本研究針對越南學習者華語聲調習得難點提出相應的教學建議，包括：聲調組合感知訓練（perceptual training）、顯性教學法 (explicit)、應用語音訓練工具、錄音自我檢討任務。
For Mandarin language learners, tones are one of the most challenging aspects, particularly the phenomenon of tone sandhi. Tones are crucial for distinguishing meanings in Mandarin. For Vietnamese learners, whose native language also includes tonal elements, tones might not be an unfamiliar concept. However, they encounter specific difficulties when learning Mandarin tones, especially with tone sandhi, which is absent in their native language. This study aims to investigate the perception and production of Mandarin tones, "一" tone sandhi, and "不" tone sandhi among Vietnamese learners. It also examines the production of T3 disyllabic words and T3 trisyllabic words tone sandhi. Through data collection and analysis, this study explores specific tone errors in perception and production among learners, classifies these errors, and discusses them in detail. Additionally, interviews are conducted to understand learners' strategies and difficulties in learning Mandarin tones, providing insights into the background and strategies behind their tone performance. The study involves 45 students majoring in Chinese language from the University of Foreign Language Studies - The University of Da Nang, ranging from freshmen to seniors, divided into three groups of beginner, intermediate, and advanced learners. The findings indicate that learners performed well in single-syllable tones, with almost zero error rates. In terms of perception of tones in disyllabic words, the difficulty order from high to low is: T4 > T1 > T2 > T3. For production of tones in disyllabic words, the difficulty order is: T4 > T1 > T3 > T2. The main error pattern was the confusion between T1 and T4. The analysis of errors in the tests of "一" tone sandhi, "不" tone sandhi, and T3 tone sandhi focused on four types of errors: over application, under application, combination, and others. The results show that the primary error for "一" tone sandhi was "under application", for "不" tone sandhi it was categorized under "others," T3 disyllabic words tone sandhi performed relatively well with "under application" being the main error, while T3 trisyllabic words tone sandhi had poorer performance with "over application" and "under application" being the main errors. Based on the research findings, this study offers pedagogical recommendations for addressing the challenges faced by Vietnamese learners in acquiring Mandarin tones. The proposed recommendations include: perceptual training for tone combination, explicit instruction methods, utilization of phonetic training tools, and self-review tasks using recordings.參考文獻 Abd-El-Khalick, F., & Lederman, N. G. (2000). 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國立政治大學
華語文教學碩博士學位學程
111161014資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111161014 資料類型 thesis dc.contributor.advisor 杜容玥 zh_TW dc.contributor.advisor Tu, Jung-Yueh en_US dc.contributor.author (Authors) 陳氏映月 zh_TW dc.contributor.author (Authors) Tran, Thi Anh Nguyet en_US dc.creator (作者) 陳氏映月 zh_TW dc.creator (作者) Tran, Thi Anh Nguyet en_US dc.date (日期) 2024 en_US dc.date.accessioned 5-Aug-2024 13:24:52 (UTC+8) - dc.date.available 5-Aug-2024 13:24:52 (UTC+8) - dc.date.issued (上傳時間) 5-Aug-2024 13:24:52 (UTC+8) - dc.identifier (Other Identifiers) G0111161014 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152670 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 華語文教學碩博士學位學程 zh_TW dc.description (描述) 111161014 zh_TW dc.description.abstract (摘要) 對於華語學習者而言，聲調總是學習者的學習難點之一，尤其是華語的變調現象，而聲調是華語區分語義的重要因素。對於母語為聲調語言的越南學習者來說，聲調可能不是陌生的概念，但在學習華語的過程中，學習者會遇到聲調方面的學習難點，尤其是母語所缺乏的變調現象。因此，本文旨在針對越南母語學習者華語單字調、「一」變調、「不」變調進行聽辨和發音測驗，以及T3二字組變調和T3三字組變調發音測驗研究。通過語料收集與分析，探討學習者在華語聲調的感知與產出出現的具體偏誤，並將偏誤進行歸類和探討。本文結合訪談方式，以瞭解學習者的華語聲調學習策略及學習難點，進一步瞭解學習者聲調表現背後的學習背景及學習策略。 通過針對峴港大學附屬外國語大學漢語言專業的45位學生，包含大一到大四，分為三組初、中、高級學習者進行。研究發現：在華語單音節詞方面，學習者表現良好，偏誤率幾乎為零；在雙音節詞聲調聽辨方面，難易度由高到低為：T4 > T1 > T2 > T3；雙音節詞聲調發音難易度由高到低為：T4 > T1 > T3 > T2。主要的偏誤模式為T1和T4混淆。「一」變調、「不」變調和T3變調的測驗偏誤分析主要以四種偏誤類型進行探討，為：過度概括、應用不足、合併與其他。研究結果表明，「一」變調的主要偏誤為「應用不足」，「不」的主要偏誤為「其他」偏誤類型，T3二字組的發現表現相對較好，主要偏誤為「應用不足」，而T3三字組變調發音表現較差，主要偏誤為「過度概括」和「應用不足」。 根據研究結果，本研究針對越南學習者華語聲調習得難點提出相應的教學建議，包括：聲調組合感知訓練（perceptual training）、顯性教學法 (explicit)、應用語音訓練工具、錄音自我檢討任務。 zh_TW dc.description.abstract (摘要) For Mandarin language learners, tones are one of the most challenging aspects, particularly the phenomenon of tone sandhi. Tones are crucial for distinguishing meanings in Mandarin. For Vietnamese learners, whose native language also includes tonal elements, tones might not be an unfamiliar concept. However, they encounter specific difficulties when learning Mandarin tones, especially with tone sandhi, which is absent in their native language. This study aims to investigate the perception and production of Mandarin tones, "一" tone sandhi, and "不" tone sandhi among Vietnamese learners. It also examines the production of T3 disyllabic words and T3 trisyllabic words tone sandhi. Through data collection and analysis, this study explores specific tone errors in perception and production among learners, classifies these errors, and discusses them in detail. Additionally, interviews are conducted to understand learners' strategies and difficulties in learning Mandarin tones, providing insights into the background and strategies behind their tone performance. The study involves 45 students majoring in Chinese language from the University of Foreign Language Studies - The University of Da Nang, ranging from freshmen to seniors, divided into three groups of beginner, intermediate, and advanced learners. The findings indicate that learners performed well in single-syllable tones, with almost zero error rates. In terms of perception of tones in disyllabic words, the difficulty order from high to low is: T4 > T1 > T2 > T3. For production of tones in disyllabic words, the difficulty order is: T4 > T1 > T3 > T2. The main error pattern was the confusion between T1 and T4. The analysis of errors in the tests of "一" tone sandhi, "不" tone sandhi, and T3 tone sandhi focused on four types of errors: over application, under application, combination, and others. The results show that the primary error for "一" tone sandhi was "under application", for "不" tone sandhi it was categorized under "others," T3 disyllabic words tone sandhi performed relatively well with "under application" being the main error, while T3 trisyllabic words tone sandhi had poorer performance with "over application" and "under application" being the main errors. Based on the research findings, this study offers pedagogical recommendations for addressing the challenges faced by Vietnamese learners in acquiring Mandarin tones. The proposed recommendations include: perceptual training for tone combination, explicit instruction methods, utilization of phonetic training tools, and self-review tasks using recordings. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 4 第三節 研究範圍 5 第二章 文獻探討 6 第一節 越南語與華語的聲調系統對比 6 第二節 華語變調現象 11 第三節 對比分析與偏誤分析理論 17 第四節 語音學習模型與語音感知同化模型 22 第五節 聲調習得順序與難易度 24 第六節 預測學習難點 32 第七節 小結 35 第三章 研究設計與方法 36 第一節 研究方法 36 第二節 研究對象 36 第三節 測驗設計與流程 37 第四節 資料分析 39 第四章 研究結果 42 第一節 單字調的聽辨與發音測驗結果 42 第二節「一」、「不」變調的聽辨與發音結果分析 62 第三節 三聲變調「發音」測驗結果分析 77 第四節 訪談結果 84 第五章 研究討論 89 第一節 越南籍學習者華語聲調聽辨與發音表現及偏誤模式 89 第二節 越南籍學習者華語變調現象的習得與偏誤模式 95 第三節 初、中、高級學習者的語料分析比較 97 第四節 越南學習者的華語聲調學習策略與難點 100 第六章 教學建議 102 第七章 結論 105 第一節 結論 105 第二節 研究限制 106 參考文獻 107 附錄 115 zh_TW dc.format.extent 6730613 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111161014 en_US dc.subject (關鍵詞) 越南學習者 zh_TW dc.subject (關鍵詞) 華語聲調 zh_TW dc.subject (關鍵詞) 「一」變調 zh_TW dc.subject (關鍵詞) 「不」變調 zh_TW dc.subject (關鍵詞) 上聲變調 zh_TW dc.subject (關鍵詞) 華語教學 zh_TW dc.subject (關鍵詞) Vietnamese learners en_US dc.subject (關鍵詞) Mandarin tones en_US dc.subject (關鍵詞) "一" tone sandhi en_US dc.subject (關鍵詞) "不" tone sandhi en_US dc.subject (關鍵詞) tone 3 sandhi en_US dc.subject (關鍵詞) Mandarin language teaching en_US dc.title (題名) 越南籍學習者華語聲調偏誤類型與習得難點研究 zh_TW dc.title (題名) A study on tone error types and learning difficulties among Vietnamese learners of Mandarin Chinese en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Abd-El-Khalick, F., & Lederman, N. 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