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本文用以实验为主、计算机模拟为辅的研究方法考察“不同音节+不同声调”、“不同音节+相同声调”和“相同音节+不同声调”这三种教学策略对零起点无声调语言母语者学习汉语声调的影响。实验结果和模拟结果的吻合证明:(1)前两种教学策略都能产生学习效应,前者的学习效果更好;(2)后一种教学策略没有产生学习效应。这表明,把声调特征附着在不同音节的语音特征上,有助于学习者区分不同的声调和不同的音节。另外,模拟研究可以为汉语声调习得机制的研究提供认知上的解释。
In this paper, we use the three main teaching methods: “different syllable + different tone”, “different syllable + same tone” and “same syllable + different tone” The Impact of Linguistic Native Toners Learning Chinese Tones from Zero Start. The agreement between the experimental results and the simulation results shows that: (1) The first two teaching strategies can produce learning effect, while the former has better learning effect; (2) The latter teaching strategy does not produce learning effect. This shows that attaching tonal features to the phonetic features of different syllables helps learners to distinguish between different tones and different syllables. In addition, the simulation study can provide a cognitive explanation for the study of Chinese tone acquisition mechanism.