【作者】 刘超；

【导师】 莫娲；

【作者基本信息】 苏州大学 ， 汉语国际教育硕士（专业学位）， 2023， 硕士

【摘要】 本文遵循“语调格局”的研究思路,在音高、音长和音强方面提取中韩14位发音人的汉语一般疑问句语调起伏度、停延率和音量比声学参量,计算得出数据并绘制图像,运用对比分析的方式描写分析韩国留学生的语调习得特征,找出中韩两国发音人的共性和个性表现,并结合笔者本人的教学经历分析原因,提出针对性的解决办法。本文的主要结论是:从起伏度来看,在全句调域跨度和语气词调域的收敛态势方面,韩国学生习得情况较好。从停延率来看,在时长延长分布的位置和韵律词边界前后的停延情况方面,韩国学生习得情况较好。从音量比来看,在音量增强的位置、各词调域的音量比变化趋势和各韵律词音量比的平均值方面,韩国学生习得情况较好。总体来说,对于高级水平的韩国学习者来说,习得汉语一般疑问句的音长情况好于音高和音强。主要原因包括学习者的母语负迁移,目的语负迁移,语调教学方法僵化,语调重视程度不够,缺少充足的目的语输入等。本文针对韩国学习者的语调学习提出以下建议:提高语调教学地位,运用多种语音教学方式,坚持语调教学贯穿口语教学始终,教学中关注国别和性别等个体性差异。更多还原

【Abstract】 This article follows the research approach of "intonation patterns" and extracts acoustic parameters of pitch,duration,and intensity from the Chinese general interrogative sentences spoken by 14 Chinese and Korean speakers.The data is calculated and visualized through graphs,and a comparative analysis is conducted to describe the intonation acquisition features of Korean students,identify common and individual performance of Chinese and Korean speakers,and propose targeted solutions based on the author’s teaching experience.The main conclusion of this article is that in terms of pitch range,convergence trend of the overall pitch domain and intonation domain,Korean students perform better in intonation acquisition.In terms of duration,Korean students perform better in the distribution of lengthening and stopping positions before and after the boundary of the prosodic word.In terms of intensity,Korean students perform better in the trend of increasing intensity,the changes of intensity ratios in each tone domain,and the average intensity ratios of each prosodic word.Overall,for advanced Korean learners,they perform better in duration than in pitch and intensity in acquiring Chinese general interrogative sentences.The main reasons include negative transfer from the mother tongue and target language,rigid intonation teaching methods,insufficient emphasis on intonation,and lack of sufficient input of the target language.Based on this research,the following suggestions are proposed for Korean learners’ intonation learning:elevate the importance of intonation teaching,use various phonetic teaching methods,integrate intonation teaching throughout oral teaching,and adopt different teaching methods for learners of different nationalities and genders.更多还原