針對母語為法語的學習者從語調與中文聲調相對應關係之探討與其教學策略

An Analysis of French Intonations and Chinese Mandarin Tones, and the Teaching Strategies for French CFL Learners

阮靖芳(Ching-Fang Juan)

指導教授 ： 黃麗儀

中原大學/人文與教育學院/應用華語文研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00332

摘要

摘要
「聲調」是區別意義的一個因素，同時，也是學習中文語音入門的基本要素之一，其重要性不容小覷。但學習好中文的「聲調」對外籍學習者普遍來說，都是感到最焦慮且頭疼的地方。再加上，以學習者的母語是屬於非聲調的語言系統來看，其學習中文的過程，更是雪上加霜。然而，「聲調」掌握不好的話，會使學習者說起話來變得洋腔洋調，甚至會影響表達其意。因此，「聲調」學習就像是蓋房子一樣，打下扎實的基礎是最基本也是最重要的一步。
本研究主要是針對母語為法語的學習者從語調與中文聲調相對應關係之探討及其教學策略。在進行聲調教學前，首先，需透過前測的語音評量蒐集學習者的聲調語料，並進行聲調偏誤分析，探討其偏誤原因和偏誤類型。接著，依據學習者的聲調偏誤頻率高低，依序可排列為聲調第二聲、聲調第三聲、聲調第四聲及聲調第一聲。其次，再以法語的語調做為教學策略並設計出具針對性的聲調教案及實施教學，而主要的聲調教學內容則是以聲調第二聲和聲調第三聲為主。最後，從後測的語音評量及訪談中，了解學習者透過針對性的聲調教學後是否能夠改善其偏誤情形，以及探討使用法語的語調學習中文的聲調是否有其成效性。
本研究發現學習者經過前測的語音評量與後測的語音評量對比分析後，皆能夠改善其偏誤情形；從訪談中，可更進一步理解學習者對於運用法語語調學習中文聲調的接受度及可行性，並證實研究者以法語語調做為教學策略的確對學習中文的聲調有其成效性。
由此可知，針對性的聲調教學對於學習者來說是有其必要性的。倘若教師能夠對於學習者母語的知識背景有些許了解，將對於學習者在學習中文中所產生的聲調偏誤有所幫助。如此一來，學習「聲調」對他們來說便不再感到頭痛萬分了。

關鍵字

聲調偏誤分析 ； 教學策略 ； 教案設計 ； 聲調教學

並列摘要

Abstract
Chinese tones are usually used to distinguish the meaning between the words and it is also a basic factor for Chinese beginners to learn Chinese phonetics. But most of the foreign learners always have trouble learning Chinese tones especially the learners whose native language is not the language with the tone language system. However, if these foreign learners speak Chinese with wrong tones, they will have trouble with expressing themselves clearly in Chinese. Thus, learning Chinese tones is like building a house, laying stable foundation is the basis and the most important step to do.
This study focuses on analysis of French intonations and Chinese tones and the teaching strategies to French CFL. First, the researcher will collect the learners’ Chinese tones corpus and do error analysis. Then the researcher will explore the reason why it causes French CFL making errors on Chinese tones and what’s the type of errors they make. Second, according to the frequency of making errors on Chinese tones for French CFL, the researcher finds out the frequency from high to low is Chinese Tone2,Chinese Tone3, Chinese Tone 4, and Chinese Tone1. Next, the researcher will design a curriculum for French CFL based on the analysis results and teach Chinese tones by using the French intonations as teaching strategies .The content of the teaching curriculum is mainly the Chinese tone2 and Chinese tone3. Last, according to the results of phonetics post-test and interview, the researcher will know if the individualized- oriental teaching method would improve the errors on Chinese tones ; At the same time, the researcher will explore the effectiveness of teaching Chinese tones by using the French intonations.
The result of the research indicated that the French CFL has improved their errors on Chinese tones through the pre-test and post- test contrastive analysis. Besides, according to the interview, the researcher realized the acceptance and feasibility of learning Chinese tones by using French intonations. The result has shown the effectiveness of the Chinese tones teaching strategies that researcher used.
Hence, it is necessary to teach French CFL the Chinese tones by using individualized- oriental teaching method. If the Chinese teachers have a knowledge of learner’s native language, it will be helpful for teachers to notice the errors that learners’ make.

並列關鍵字

Error Analysis of Mandarin Tones ； Learning Strategies ； Curriculum Design ； Chinese Tone Teaching as a Foreign Language

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