文章对湖北工业大学同伴辅导项目中一位来华非洲留学生的生词认读进行案例描述和问题分析,以期提高汉语作为第二语言学习者的语言能力及汉教学生的教学能力,并促进同伴辅导项目的长远发展。通过分析发现,该学生存在汉语声调发音不准确...文章对湖北工业大学同伴辅导项目中一位来华非洲留学生的生词认读进行案例描述和问题分析,以期提高汉语作为第二语言学习者的语言能力及汉教学生的教学能力,并促进同伴辅导项目的长远发展。通过分析发现,该学生存在汉语声调发音不准确、句子和词语停顿错误、发音时音长持续时间短、对拼音高度依赖、联想记忆欠缺和拼音书写不规范等问题,这些问题一方面是因为母语负迁移影响了汉语声调发音的准确性,言语加工策略的不同、发音时音长持续时间太短和拼音声调标注的缺失和汉语拼音书写的不规范影响了朗读流利度和准确度,另一方面是对拼音的高度依赖和联想记忆的欠缺从而造成识词而不识词中字。The article presents a case study focusing on vocabulary recognition of an African international student participating in the peer tutoring program at Hubei University of Technology. It aims to enhance the language proficiency of Chinese as a second language learners and improve the teaching abilities of students in Chinese language education, while also promoting the long-term development of the peer tutoring program. Through analysis, it was found that the student faced several challenges, including inaccurate pronunciation of Chinese tones, incorrect pauses in sentences and words, short duration of sounds during pronunciation, high reliance on pinyin, lack of associative memory, and irregular pinyin writing. These issues arose partly due to the negative transfer from the student’s native language, which affected the accuracy of Chinese tone pronunciation. Additionally, differences in speech processing strategies, short sound duration during pronunciation, the absence of tone markings in pinyin and the non-standard writing of Chinese pinyin negatively impacted reading fluency and accuracy. Moreover, the student’s high dependence on pinyin and lack of associative memory resulted in recognition of words without understanding the individual characters within them.展开更多
文摘文章对湖北工业大学同伴辅导项目中一位来华非洲留学生的生词认读进行案例描述和问题分析,以期提高汉语作为第二语言学习者的语言能力及汉教学生的教学能力,并促进同伴辅导项目的长远发展。通过分析发现,该学生存在汉语声调发音不准确、句子和词语停顿错误、发音时音长持续时间短、对拼音高度依赖、联想记忆欠缺和拼音书写不规范等问题,这些问题一方面是因为母语负迁移影响了汉语声调发音的准确性,言语加工策略的不同、发音时音长持续时间太短和拼音声调标注的缺失和汉语拼音书写的不规范影响了朗读流利度和准确度,另一方面是对拼音的高度依赖和联想记忆的欠缺从而造成识词而不识词中字。The article presents a case study focusing on vocabulary recognition of an African international student participating in the peer tutoring program at Hubei University of Technology. It aims to enhance the language proficiency of Chinese as a second language learners and improve the teaching abilities of students in Chinese language education, while also promoting the long-term development of the peer tutoring program. Through analysis, it was found that the student faced several challenges, including inaccurate pronunciation of Chinese tones, incorrect pauses in sentences and words, short duration of sounds during pronunciation, high reliance on pinyin, lack of associative memory, and irregular pinyin writing. These issues arose partly due to the negative transfer from the student’s native language, which affected the accuracy of Chinese tone pronunciation. Additionally, differences in speech processing strategies, short sound duration during pronunciation, the absence of tone markings in pinyin and the non-standard writing of Chinese pinyin negatively impacted reading fluency and accuracy. Moreover, the student’s high dependence on pinyin and lack of associative memory resulted in recognition of words without understanding the individual characters within them.
