以日語重音和語調的教學策略改善日籍初級華語學習者聲調偏誤成效之探討

黃慧中

doi:10.6840/CYCU.2014.00079、10.6840/cycu201400076

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Humanities > Linguistics
Humanities > Chinese Literature
College of Humanities and Education > Department of Teaching Chinese as a second Languages

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以日語重音和語調的教學策略改善日籍初級華語學習者聲調偏誤成效之探討

An Analysis of the Strategies of Teaching Mandarin Tones to Japanese Learners of Chinese at the Basic Level

黃慧中 , Masters　　Advisor：黃麗儀　　

繁體中文 DOI： 10.6840/CYCU.2014.00079、10.6840/cycu201400076

教學策略；聲調教學；聲調偏誤；日籍華語學習者； teaching strategy ； Japanese student of Mandarin learner ； tonal error ； tone teaching

Abstract │ Reference (44) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Every Chinese word has a clearly defined tone associated with it to distinguish characters with the same sound from each other. Chinese is a tone language and tone operates lexically to vary meaning. A tonal error may lead to something embarrassing, offensive or misinterpreted. Almost every foreign learner of Mandarin claims the difficulties in learning tones. Thus, at the early language learning, Mandarin instructors shall teach students how to become familiar with identifying tones and how to vocalize the tones in individual words. 
　　The study examines how to use the accent and intonation of Japanese to reduce tonal errors made by Japanese students of learning Mandarin. Two separate academic years of Japanese students of Mandarin beginner are participated in this research. First, a pilot study was conducted in 2012 which focused on the students’ tonal errors with monosyllabic characters. Then, using 2013 students be the major study subjects. Data about tonal errors with monosyllabic and disyllabic characters were collected and analyzed. With monosyllabic characters, the study confirmed the difficulty of tone 3, followed by tone 2, tone 1 and tone 4. Tone errors were often found with tone 3 disyllabic characters which are the first word of a phrase.
　　Lesson plans were designed based on the findings of the study. First of all, pitch in music was used to help students develop the tone number, and then applied the accent and intonation of Japanese that are similar to Mandarin four tones in teaching. Lastly, special exercises were assigned to tone 3. The data were collected at the end of teaching, and the study analyzed learners’ tonal performance using interviews and questionnaires. 
　　Most learners agree that the teaching method help them to control the tones, but this is not an effective way for dialect speakers. Meanwhile, special exercises assigned to tone 3 in the study also include the practice of 214 tone number. Though the pretest-posttest measurements do show tonal errors are reduced, the questionnaires show there are students getting confused very easily between tone 2 and tone 3. The study attempts to provide data summaries and recommendations that can be used by Mandarin teachers.

Reference ( 44 ) 〈TOP〉

古川千春(2005)。以日籍學習者為中心的數位華語語音教學策略構擬。國立臺灣師範大學華語文教學研究所碩士論文。
連結：
林華一(2006)。零起點日籍學習者之漢語聲調習得。國立臺灣師範大學華語文教學研究所碩士論文。
連結：
陳慶華(2008)。日籍學習者華語發音之偏誤分析矯正與教學研究。國立臺灣師範大學華語文教學研究所碩士論文。
連結：
中文部分：
戶田昌幸、黃國彥(1991)。日語語音學入門。台北：鴻儒堂。

Times Cited (1) 〈TOP〉

黃斐瑄(2016)。日語高低重音對於華語聲調習得的影響──以中日同形詞聲調偏誤為例。臺灣大學華語教學碩士學位學程學位論文。2016。1-147。

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