越南學生漢語聲調偏誤分析

Abstract

漢語聲調對外籍學生來講往往是一個學習難點。越南學生因為母語語音系統中也存在著聲調概念，在學習漢語的開始階段，老師不用費時費力來建構聲調概念。不過，已有聲調概念基礎也不代表不會有聲調偏誤的現象。本論文之研究對象為在台灣學習華語的北越學生（18位，代表三個學習階段：初、中、高），研究方法為橫斷性研究，包括問卷調查、訪談和實驗語音分析（聽辨與發音），以中介語理論出發，進行漢、越兩種語言之聲調對比，對越南學生學習漢語時的聲調偏誤產生的原因，進行分析，並提出教學建議。 本論文之研究過程為：（1）問卷調查：進行調查受試者之基本資料、學習聲調時，所遇到的問題及難點；（2）聽辨測驗：越南學生對於漢語聲調之聽辨的正確度以及難易度排序；（3）發音測驗：以聲學分析和華語老師聽辨測驗為依據，找出其發音難點。 結果顯示：（1）單音節四聲難易度順序為：陰平→去聲→陽平→上聲（聽辨）；去聲→陰平→陽平→上聲（發音）（2）雙音節難易度順序為：1-2、1-3、1-4…→…4-3、2-4、4-4（聽辨）；4-1、1-4、1-2…→…2-2、2-3、3-2（發音）（3）四聲調域：四聲調域比母語者四聲調域來得狹窄。最後基於中介語理論，探討越南學生漢語聲調偏誤之成因。 越南學生的漢語中介語系統中，聲調偏誤幾乎是一開始就發生。因此，如何有效減少越南學生偏誤的發生，將是後續研究的重點。

Mandarin tones are usually a difficult point for most Vietnamese learners. This is because their mother tongue is also a tonal language. Even though they don't need to build a tone concept, there is still a tonal foundation concept that does not represent Vietnamese learner's mistakes in using Mandarin tones. This study consists of a perceptual test and a pronunciation test administered among 18 Vietnamese learner's at the National Taiwan Normal University's Mandarin Teaching Center. The purpose is to identify their Mandarin tonal errors, and also to help reveal a more complete picture of the acquisition of Mandarin tones by Vietnamese learners. The results show that (1) the order of difficulty of the four Mandarin tones are: tone 1(y9np0ng), tone 4 (q*sh5ng), tone 2 (y2ngp0ng) and tone 3 (sh3ngsh5ng) (perceptual test), tone 4 (q*sh5ng), tone 1(y9np0ng), tone 2 (y2ngp0ng) and tone 3 (sh3ngsh5ng) (pronunciation test); (2) difficulty order among 16 kinds of one pair syllables is 1-2 1-3 1-4 4-3 2-4 4-4 (perceptual test) 4-1, 1-4, 1-2, 2-2, 2-3, 3-2 (pronunciation test); (3) Tone register: come closer to the mother tongue. Mandarin tonal errors nearly always seem happen for beginners. So the question of how can we lean towards effectively reducing Vietnamese learner's mistakes will be a focal point of our follow-up study.