母語為泰語學習者的華語語音教材設計研究

A Study on the Design of Chinese Phonetic Teaching Material for Thai Learners

劉婉蓉(KANNIGA PIRIYAKITPAIBOON)

指導教授 ： 竺靜華

國立臺灣大學/文學院/華語教學碩士學位學程/碩士(2017年)

https://doi.org/10.6342/NTU201701927

摘要

開始學習外語時，語音是學習者最先接觸的部分；與母語人士溝通時，發音最重要，目前泰國現有的華語教材大多是綜合性教材，提供的語音教學較少，並且沒有針對泰國學習者常見的發音問題編製，泰國學習者常把聲母「j」、「q」、「x」、「z」、「c」、「s」、「zh」、「ch」、「sh」以及韻母「-ia」、「-ie」混淆，以致發音不準確，影響表意。
本文的研究目的是規劃適合泰國學習者的華語語音教材。本文以訪談的方式，深入研究泰語為母語者學習語音以及華語教師進行語音教學的實況，調查泰國學習者和教師對語音教材的需求，再分析目前已有的泰國和台灣的綜合性華語教材之語音介紹部分，以及較常見的兩套專門語音教材，作為設計教材之參考。
本研究針對泰國學習者設計一套華語語音教材，共分三課，由泰語和華語發音的相似性思考編排順序：第一課教學的聲韻母為泰語與華語相同的聲韻母及聲調，讓泰國學習者迅速了解漢語拼音系統；第二課為泰語與華語相似的聲韻母，整理出泰國學習者常與泰語混淆的語音，打破傳統教學順序，以泰國學習者容易混淆的語音分組，「-ia」-「-ie」，「j」-「z」-「zh」，「q」-「c」-「ch」，「x」-「s」-「sh」；第三課為泰語中沒有的華語語音，例如：「ü」、「üe」、「ün」等音。本教材設計希望將泰語的特色與語言學的知識結合，找出最適合的教學法，讓泰國初學者快速理解這些語音的區別，易懂易記。每一堂課配合所學的語音和生詞，延伸出語法句型，讓學習者不只學會語音，也能在每一次課堂結束後，運用所學進行簡單的對話。希望本文研究的成果能對泰國學習者和在泰國教授華語的教師有所助益和啟發。

關鍵字

華語語音教學 ； 泰國華語教學 ； 泰國學習者語音偏誤 ； 語音教材 ； 教材設計

並列摘要

At the beginning of learning a foreign language, phonetics is the foundation that learners need to learn. In order to communicate with Chinese speakers, accurate pronunciation is the most important. Currently, Chinese textbooks available in Thailand are mostly comprehensive teaching materials, focusing less on phonetics. Thai learners most common pronunciation errors include consonants “j, q, x, zh, ch, sh” and vowels “ia, ie”, which are often confused with learners’ mother tongue; however, these issues are not considered in designing Chinese teaching materials in Thailand. Negligence in phonetics leads to inaccurate pronunciation, which in turns affect the meaning of one’s speech.
The purpose of this study is to design Chinese phonetic teaching materials suitable for Thai speakers. This study first collects the relevant literatures to understand the shortcomings of Thai learners' pronunciation, and analyses the phonetics teaching and learning process based on qualitative interviews. Learners and teachers’ needs regarding phonetic teaching materials are, then, investigated. References for the design of teaching materials are based on the analysis of phonetic chapters in existing Thai and Taiwan's comprehensive Chinese textbooks, and also phonetic textbooks.
The final part of this study is the improved design of Chinese phonetic materials for Thai native learners. It is divided into three chapters based on the order of similarities between Thai and Chinese pronunciation. The first chapter includes sounds that are identical in two languages so that learners quickly understand the Chinese phonetic system. The second chapter includes similar sounds existing in Thai and Chinese language comparing sounds that are often confused. This design breaks the traditional teaching orders and rearranged them into: “ia – ie”, “j – z – zh”, “q – c – ch”, “x – s – sh”. The third chapter introduces Chinese sounds that are different to Thai, for example: ü, üe, ün. This design aims to combine the benefits of mother tongue characteristics and linguistic knowledge to find the most appropriate and efficient teaching method that are easy to understand and remember for Thai beginners. Each chapter ends with easy sample sentences for leaners to apply in daily life using the Chinese vocabularies with the respective sounds discussed. The results of this study is hoped to be useful, helpful, and inspiring to native Thai learners and teachers who teach Chinese in Thailand.

並列關鍵字

Chinese phonetic teaching ； Thai Chinese teaching ； Thai learners pronunciation error ； phonetic teaching material ； teaching material design

參考文獻

龍潔玉，〈標準語音在對外華語教學上的重要性〉，師大華語文教學會編輯《台灣華語文教學期刊》（2008），臺北：文鶴出版有限公司，頁68-69。

鄭尊仁，〈華語語音課程設計〉，（臺北：國立台灣師範大學華語文教學研究所碩士論文，葉德明指導，2008）。

陳婉清，〈泰國兒童華語文之互動式教學法研究——泰國佛丕光中公學個案研究〉，（臺北：國立台灣師範大學華語文教學研究所碩士論文，葉德明指導，2010）。

Tingsabadh, M. K., & Abramson, A. S. (1993). Thai. Journal of the International Phonetic Association, 23(01), 24-28.

Zolt ́n Dörnyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, p. 117­135.