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本文用Labov关于degree of attention的学说分组统计分析了三组学生在五种情况下运用汉语声调的正误数据,以此来验证两个假设:1,在不同情况下学生随注意力不同,运用的正误形成一个变化的连续统;2,高年级学生掌握声调较低年级好,但在不同场合的变化规律和低年级相同.分析的结果是第一个假设得到了证实,第二个假设没得到证实,因为一年级学生标写声调比实际发音正确的比例大,三、四年级学生标调情况和实际发音没有明显差异.
In this paper, we use Labov’s theory of degree of attention to analyze three groups of students using Chinese tonal errors in five cases, in order to verify two hypotheses: 1, under different circumstances, students with different attention, the use of (2) Students in higher grades have better grades with lower tonalities, but the rules of change in different occasions are the same as those in lower grades.As a result of the analysis, the first hypothesis is confirmed and the second hypothesis is not obtained Confirmed that, because the first-year students to write the tone than the actual pronunciation of the correct ratio of the third and fourth grade students tone and the actual pronunciation of no significant difference.