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新加坡英语背景学习者汉语拼音偏误及教学对策研究 (Error analysis and pedagogical research on Singapore hanyu pinyin learners from English speaking families)
Author
Gao, Ru
Supervisor
Yang, Yanning
Liu, Zhenping
Abstract
近年来，新加坡已有越来越多的华语教学对象以英语作为家庭常用语，华语教学的性质已逐渐转为第二语教学。但是，汉语拼音教材和教法却没有随着学生语言背景的转变而做出相应的调整。目前的汉语拼音教学缺乏针对性， 其服务对象仍然是以华语为家庭用语的学习者。鉴于此，为了更好地帮助这 部分以英语为主导语的、日益庞大的学习群体更有效地学习汉语拼音，本文借鉴了语言迁移理论，利用对比分析和偏误分析的方法，对“在汉语拼音教学中，如何利用学生已掌握的英语语音促进正迁移、减少负迁移”这一问题进行了探讨和分析。
本文具体做了以下三项工作：
第一、通过对比，找出汉英语音系统在发音层面的相同音、相似音和特有音；在记音层面找出“发音和记音形式都相同的音”、“发音不同、记音形式相同”的音、以及“发音相同或相似、记音形式不同的音”。第二、根据对比分析的结果，预测新加坡英语背景学习者学习汉语拼音时出现偏误的情况。汉英语音系统的相同音有些不会出现发音偏误，有些可能出现发音偏误；相似音和特有音较容易出现发音偏误。在记音方面，发音和记音形式相同的音通常不会出现记音偏误；发音不同、记音形式相同的音可能会“歪打正着”记音正确；发音相同或相似、记音形式不同的音则有可能出现记音偏误。第三、根据偏误预测结果，为新加坡英语背景学习者的汉语拼音教学提出详细的教学策略和建议。
本文的的创新之处主要体现在以下三个方面：
第一、首次以汉语为基底语言， 对汉英语音系统中相似音节进行了系统的对比分析。第二、首次以汉语为基底语言，对汉英语音系统中辅音、元音和“元音+鼻辅音”组合进行了系统的对比分析。第三、首次从发音和记音两个层面系统地分析了新加坡英语背景学习者的汉语拼音偏误，并提出了详细的教学建议。
本文具体做了以下三项工作：
第一、通过对比，找出汉英语音系统在发音层面的相同音、相似音和特有音；在记音层面找出“发音和记音形式都相同的音”、“发音不同、记音形式相同”的音、以及“发音相同或相似、记音形式不同的音”。第二、根据对比分析的结果，预测新加坡英语背景学习者学习汉语拼音时出现偏误的情况。汉英语音系统的相同音有些不会出现发音偏误，有些可能出现发音偏误；相似音和特有音较容易出现发音偏误。在记音方面，发音和记音形式相同的音通常不会出现记音偏误；发音不同、记音形式相同的音可能会“歪打正着”记音正确；发音相同或相似、记音形式不同的音则有可能出现记音偏误。第三、根据偏误预测结果，为新加坡英语背景学习者的汉语拼音教学提出详细的教学策略和建议。
本文的的创新之处主要体现在以下三个方面：
第一、首次以汉语为基底语言， 对汉英语音系统中相似音节进行了系统的对比分析。第二、首次以汉语为基底语言，对汉英语音系统中辅音、元音和“元音+鼻辅音”组合进行了系统的对比分析。第三、首次从发音和记音两个层面系统地分析了新加坡英语背景学习者的汉语拼音偏误，并提出了详细的教学建议。
The number of Chinese Language learners in Singapore adopting English as their home-based language has grown significantly in recent years. However, the courseware and pedagogy used in teaching Hanyu Pinyin have not been reviewed in accordance to the learners‟ background. The present teaching of Hanyu Pinyin therefore lacks purpose as the audience it serves still linger at individuals who speak Mandarin at home. For this reason, this article has drawn from findings and methodologies in language transfer, contrastive analysis and error analysis to seek effective ways to ensure effective Hanyu Pinyin acquisition amongst the expanding numbers of learners whose lead language is English. This research explores on riding the existing English pronunciation skills of learners to promote positive transfer and minimize negative transfer in the teaching of Hanyu Pinyin.
This article has specifically completed three tasks:
Firstly, through contrasting the Sino-English phonetic systems, it identified the same, similar and unique sounds from the pronunciation perspective, It also deciphered that there are sounds that have the "same pronunciation and spelling‟, "different pronunciation but with the same spelling ‟ and "same or similar pronunciation but with different spelling‟ from the spelling perspective.
Secondly, based on the findings of the contrastive analysis, it provided a prognosis of circumstances where Singapore English background learners would expect to make errors on Hanyu Pinyin. For the same pronunciation sound, some may be pronounced correctly while others may not. Similar sounds and unique sounds have a higher propensity of mispronunciation. From the spelling perspective, sounds that have the same pronunciation and spelling form are usually transcribed accurately. Sounds that have different pronunciation but with the same spelling form may hit the mark by a fluke and get the correct transcription. Sounds that have the same or similar pronunciation but with different spelling form have a higher propensity of erroneous sound recall.
Lastly, based on the findings of the error prediction, the study provides detailed pedagogic strategies and proposals to better facilitate the learning of Hanyu Pinyin by Singapore learners from English background.
Three unique areas are embodied in this article. Firstly, it is the first systemic contrastive analysis on the similar syllables between Sino- English phonetic systems from the perspective of Chinese language. Secondly, it is also the first systemic contrastive analysis on the consonants, vowels and „vowel+nasal consonants‟ combinations between SinoEnglish phonetic systems from the perspective of Chinese language. Lastly, it is the first systemic analysis on the Hanyu Pinyin errors of Singapore English background learners and offered detailed pedagogical proposals from the perspectives of pronunciation and spelling.
This article has specifically completed three tasks:
Firstly, through contrasting the Sino-English phonetic systems, it identified the same, similar and unique sounds from the pronunciation perspective, It also deciphered that there are sounds that have the "same pronunciation and spelling‟, "different pronunciation but with the same spelling ‟ and "same or similar pronunciation but with different spelling‟ from the spelling perspective.
Secondly, based on the findings of the contrastive analysis, it provided a prognosis of circumstances where Singapore English background learners would expect to make errors on Hanyu Pinyin. For the same pronunciation sound, some may be pronounced correctly while others may not. Similar sounds and unique sounds have a higher propensity of mispronunciation. From the spelling perspective, sounds that have the same pronunciation and spelling form are usually transcribed accurately. Sounds that have different pronunciation but with the same spelling form may hit the mark by a fluke and get the correct transcription. Sounds that have the same or similar pronunciation but with different spelling form have a higher propensity of erroneous sound recall.
Lastly, based on the findings of the error prediction, the study provides detailed pedagogic strategies and proposals to better facilitate the learning of Hanyu Pinyin by Singapore learners from English background.
Three unique areas are embodied in this article. Firstly, it is the first systemic contrastive analysis on the similar syllables between Sino- English phonetic systems from the perspective of Chinese language. Secondly, it is also the first systemic contrastive analysis on the consonants, vowels and „vowel+nasal consonants‟ combinations between SinoEnglish phonetic systems from the perspective of Chinese language. Lastly, it is the first systemic analysis on the Hanyu Pinyin errors of Singapore English background learners and offered detailed pedagogical proposals from the perspectives of pronunciation and spelling.
Date Issued
2014
Call Number
PL1068.S55 G36
Date Submitted
2014