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对外汉语声调教学探讨——以双音节作为基础单位的针对西方学生的声调教学法&&
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对外汉语声调教学探讨——以双音节作为基础单位的针对西方学生的声调教学法
对外汉语声调教学探讨——以双音节作为基础单位的针对西方学生的声调教学法摘　要汉语的声调具有区别意义的作用，因此声调教学在对外汉语中显得尤为重要。西方语言多无声调，以西方语言为母语的学生学习汉语声调就更加困难。迄今为止，对外汉语的声调教学整体效果不佳，方法和手段相对落后。在全球化的今天，口语交流越来越重要，因此，建立一套有效的、可操作的声调教学法体系，无论在理论上还是实践上都具有非常重要的意义。本文梳理了前人关于声调的本体研究和对外汉语声调教学研究的成果，在王洪君汉语非线性音系学韵律层级理论指导下，结合自己多年的声调教学实践经验，提出了以双音节为基础单位训练西方学生的教学方法。强调音步、摩拉是汉语语段/句子的韵律层级单位，我们将其比喻为宏观蓝图，而声调是依据此蓝图要求最后嵌入的细节。在教学中，我们调整了师生双方的声调意识，改进了声调知识介绍方式，提出了新的教学模型。这套声调教学法认为：教授顺序和学生开口顺序是相反的，即：教授是从小到大，也即，从摩拉、音节、音步到停延段、语调段的过程，而学生开口是从大到小，即上述过程的反向操作。我们还发现了关于上阳和阴去这两组连读变调的新特征。本文的研究方法是,首先根据自己的教学经验和探索总结教学模式,并通过数据统计检验教学效果。具体做法是：对来自18个西方语言国家的60名学生进行录音测试和问卷调查。被访学生分为4组，第一组是36名非零起点在校老生，第二组是我校9名从零起点开始学习的学生，第三组是15名非零起点入校生，第四组是15名非零起点入校生中的5名学生，刚入校时的录音和学习平均2个月之后录音的成绩比较。考查项目：第一题，朗读20个声调配型的2个双音节词/词组，共40组。目的是考查排除了句调调控的双音节声调成功率。第二题，朗读6个包含主要双音节声调配型的句子。目的是在语流中考查双音节语段声调教学的成功率。第三题，限定用肯定句回答6个问题，仅考查上变阳和上变低这2项连读变调的正误情况。评测手段主要采取听感判分，辅以音高图举例佐证的方法。我们将测试分数分为宽式成功率和严式成功率 。由此，我们获得了4组重要的客观评测数据和9 组学生主观评价数据。全部成功者的录音语段都切分为可供核查的录音文件，并做成音高图，由于数量巨大，音高图在附录3中只作部分展示。客观评测的统计结果显示：1，在校非零 老生成功者人数在同组中占比72. 22%，零起点学生组中这一指标为88.89%，非零入校生小组中这一指标为26.67%，表现为最低。2，我校非零老生比非零入校生宽成功率总平均分值高出23.40,严成功率高出24.92。3，我校零起点学生比非零入校生平均分高出：27.66%和29.26%，表现最好。4，来自15名非零入校生中的5名学生在我校2个月后，平均分提高15.24个百分点和23.28个百分点。结论：生成音系学的理论对于教授西方学生汉语声调的理论研究与教学实践都具有指导作用。上述数据充分证明了这套声调教学法的有效性和可操作性。用这套录音测验题测得的80%宽式成功率是清晰听感的分水岭，最低不能低于75%。我校零起点的学生效果最好，平均分达82.38%和75.37%。上声变调的正误和第二音节的正误具有一致性关系，这一点在实验中被证实，具有重要的教学和教师培训意义。关键词：声调教学法， 双音节声调，声调和韵律
DISCUSSION ON CHINESE TONE TEACHING_______AN APPROACH BASED ON TWO-SYLLABLE STRUCTURE REGARDED AS THE ESSENTIAL ELEMENT ON TONE TEACHING TO WESTERN STUDENTS
北京师范大学文学院
DISCUSSION ON CHINESE TONE TEACHING_______AN APPROACH BASED ON TWO-SYLLABLE STRUCTURE REGARDED AS THE ESSENTIAL ELEMENT ON TONE TEACHING TO WESTERN STUDENTSABSTRACTTone of Chinese character functions to distinguish the meaning of words, so it is most significant in teaching of Chinese for foreign students. It is because their parent language does not have tones of single words, so the tone of Chinese character is the big problem in their studies. Up to now, the result of tone teaching for foreign students seems unsatisfactory as the approaches and measures fall somewhat behind the times. Oral communication is increasingly important in present-day’s globalization. For this reason it is necessary to formulate a complete set of effective, accessible tone teaching approaches, which is either in theory or practice plays the main role.After a scanning study of previous results on Chinese tone researches and teaching methods, a new approach is suggested in this thesis based on the author’s 17-year Chinese tone teaching experience, and under the instruction of Hongjun Wang, who advocates the prosodic-level theory from “non-linear phonology of Chinese”. The author puts forward the concept of “ bi-syllable structure”, which is
regarded as the essential element in teaching Chinese for westerners. The approach emphasizes that the “foot” and “mora” units are the macro-blueprint of Chinese phrases or sentences, the syllable contains “mora”, and tones are details filled in by the end, according the above blueprint needs. The thesis provides a new teaching model, after adjusted tone awareness and tone introduction method. It is in an inverse order of the teaching process and students’ practice, i.e. from details to macro unit in teaching, and from macro unit to details in students’ oral practice. The thesis also presents a discovery of some new rules of tone changes with the two groups of combination: “3rd +2nd” and “1st +4th”.The thesis statistics are based on the questionnaire survey, tests and recording of 60 students from 18 countries, who speak different western languages. They were divided into 4 groups,: 1st group, 36 old students ( non-beginners); 2nd group, 9 students ( beginners); 3rd group, 15 new students ( non-beginners); 4th group, 5 students of the 3rd group (having one recording on entrance and one recording two months later).Examination items: 1st:: Reading aloud of 2 bi-syllable words/phrases with 20 models of tone combinations, 40 groups in total, to check the success rate of the bi- 2nd : Reading aloud of 6 sentences containing bi-syllable words and phrases to check the success rate in speech flow for the bi- 3rd: Answering 6 questions with affirmative sentences to check the coherence role on the second syllable，suggested by the author based on the theory of “dissimilation on low tones” proposed by Hongjun Wang.Judgment was on listening, assisted by some pitch graphics. The score was decided by the narrow success rate (perfect pronunciation) and the broad success rate (including flaw pronunciation). Four objective data and 9 subjective data were obtained according to the above data. Those who were successful all had good sound-recording, cut from his or her entire recording and with pitch graphics of phrases/sentences. Graphics are only partially cited because of tremendous quantity. The statistics result shows that: 1. the success rate is 72.22%, 88.89% and 26.67% respectively for the 1st group,
2nd /group and 3rd group；2. about the average score of the 1st group and 3rd group，the former is 23.40% and 24.92% higher than the latter.
3, The average score of the 2nd group is 27.66%和29.26% higher than that of the 3
4, The average score of the 5 out of the 15 students of the last group is 15.24% and 23.28% higher than that 2 months ago.Conclusion: The above proves the effectiveness and accessibility of this new approach of tone teaching.
80% of broad the success rate is the watershed of clarity and non- at least it is not lower than 75%. The beginners at our school are the best one and their average score is 75.37% and 82.38% in terms of the narrow and broad success rate.In the experiments the simultaneously right and wrong change of the 3rd tone was verified.
The conclusion is that in terms of the high and low tones, it is the “dissimilation on low tones” according to Hongjun Wang, while this thesis tries to prove the fact that there is a “coherence” between the change of the 1st syllable of the 3rd tone and the right and wrong
tone of the 2nd syllable. This is of great significance in teaching and teachers’ training.KEY WORDS： approach on tone teaching, bi-syllable tones, tones and prosodic
语言学及应用语言学葭字可以做为姓吗？？？急急急？？？_百度知道
葭字可以做为姓吗？？？急急急？？？
这是一道待解决的难题
您的回答被采纳后将获得系统奖励20（财富值+经验值）+难题奖励20（财富值+经验值）
葭jiā初生的芦苇,葭芦。葭莩（a．芦苇中的薄膜,b．喻关系疏远的亲戚,如“葭葭之亲”）。
意思不太好,
但是它可以做为姓氏用吗
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