中級泰籍學習者華語擦音與塞擦音聲母教學研究

在泰國許多泰籍華語教師在3日至1個禮拜的時間內，就將華語語音課教完，並且他們經常使用泰語語音來拼音，使得許多學習者無法脫離泰語腔調。因此，為了讓泰籍學習者的發音發得更加準確，研究者就想設計出適合泰籍學習者學習華語聲母的教學法，並以泰語中沒有對應的10個華語聲母為研究範圍，包含4個擦音h[x]、x[ɕ]、sh[ʂ]、r[ʐ]及6個塞擦音j[tɕ]、q[tɕh]、z[ts]、c[tsh]、zh[tʂ]、ch[tʂh]。為了知道本研究設計的華語聲母教學法是否對泰籍學習者有幫助，研究者選取《漢語教程》教材的華語單音節字詞作為本研究的發音測驗，並進行2次測驗分別為，在教學實驗前進行「前測」及在教學後進行「後測」，然後讓3名聽辨發音測驗評審者評估受試者的發音並進行分析。此外，觀察他們當使用本研究發音教學法後是否有所改善。實際參與教學的泰籍受試者為20名，華語水平為中級以上，教學時間約2個小時。教學內容分別為：第一課課程內容為介紹華語聲母「發音部位」與「發音方法」、以及華語聲母「平舌音」與「捲舌音」；而第二課課程內容為華語聲母「舌根音」與「舌面音」，加上練習華語聲母辨別聽力與發音。經研究發現，使用本研究設計的華語聲母教案之後，能改善所有聲母的發音，但其中3個華語聲母還要進行調整，包含2個送氣塞擦音ch[tʂh]與c[tsh]，1個舌面擦音 x[ɕ]，由於發音正確率皆不到一半，因此發音進步率亦不高。依據上述的結果，研究者認為這3個聲母對受試者改善發音的幫助較低出於4種原因：其一、受試者的華語水平已在很高的程度了，很難改變他們自己發音的習慣；其二、此華語聲母教學法不適合受試者；其三、研究者華語聲母的發音能力不夠準確；其四、受試者將送氣塞擦音與擦音混在一起使用，分不清楚這倆語音。

關鍵字

華語聲母；華語聲母教學法；華語聲母發音偏誤；泰籍學習者；擦音教學法；塞擦音教學法

並列摘要

In Thailand, most of language teacher usually spend approximately 3 days to 1 week time in teaching Mandarin initials, and they also use Thai initials to phoneticize all of “Hanyu Pinyin”, therefore, it causes students unable to break away from Thai accent. For this reason, the researcher would like to create a teaching method of Mandarin initials which is suitable for Thai learners who need to imitate their accent similar to Mandarin native speakers. This research paper will teach only 10 Mandarin initials which will differentiate it from learning Hanyu Pinyin from Thai initials, there are: h[x], j[tɕ], q[tɕh], x[ɕ], z[ts], c[tsh], zh[tʂ], ch[tʂh], sh[ʂ] and r[ʐ]. This study uses the monosyllable words from “Hanyu Jiaocheng” text book for making a pronunciation test to examine the participants behaviour after using this research’s new teaching method whether or not it proves better pronunciation. The participants would take an exams 2 times, first is pre-test, and second is post-test. The finding will then base on the comparing between the participants’s pronunciation test results of pre-test and post-test. There will be 3 native Chinese language judges who will listen to the test carefully and analyze the pronunciation dissimilarity. The research objects are 20 Thai learners who have intermediate level or above of Chinese Mandarin language. The studying time is approximately 2 hours (1 hour/1 class). Teaching content could separate into 2 classes: The 1st class would teach the introduction of place of articulation and articulatory technic, Mandarin’s blade-alveolars sounds and Mandarin’s retroflexes sounds. Later on, the 2nd class would teach about Mandarin’s velars sounds, Mandarin’s front palatal sounds. After every lesson, some listening and pronunciation exercise will be given to the participants to practice. The research result found out that after using this research’s teaching method to the participants, all of pronunciations have better progress. However, there is 3 specific initials should be improved which is; ch[tʂh], c[tsh] and x[ɕ], because these 3 initials have low progress than the others, and the correct pronunciation ratio is also less than 50%. In conclusion, according to above starting that, ch[tʂh], c[tsh] and x[ɕ] sounds have lower progress. There are 4 suggestions that may cause this issue. First, the participants have too high level and familiar with their own Mandarin Chinese language which makes them hard to change their accents. Second, the researcher uses unsuitable teaching methods for the participants. Third, the researcher pronunciation skill while teaching is not quite strong and clear enough. At last, the participants mix up between fricative sounds and affricate sounds.

並列關鍵字

Mandarin initials ； Teaching Mandarin initials ； Pronunciation errors of Mandarin initials ； Thai learners ； Teaching fricative initials ； Teaching affricate initials