语音测试后的反思--浅谈日语语音教学

日语语音教学历来重在五十音图的45个假名、浊音、半浊音、鼻浊音、促音、拨音、拗音、长音、拗长音的发音上,重在模仿.作为一门课程来讲这是不够全面的,元音的清化,派生词、复合词的语调规则;动词、形容词活用形变化后续不同词的语调;句子的语调等也应纳入语音课的范畴.语音课不是让学生一味地模仿发音,而应当向学生系统地传授语音基础知识,为后续课程的学习打下基础,让学生具有独立处理不同方式构成的单词语调和不同活用形变化后单词的语调以及句调的能力,能自己纠正语音、预防语音错误,纯正地发音.

REFLECTION ON THE PHONETIC TEST IN THE TEACHING OF JAPANESE

In phonetic teaching of Japanese courses in China, the focus has always been placed on the pronunciation of the 45 syllabaries (kana), sonants, semi-sonants, snuffled sonants, palatalized syllables, long syllables and palatalized-long syllables, and phonetic imitation is given the first priority. However, they cannot represent the whole of a phonetics course, and tonic regulation of vowel devocalization, derivatives and compound words, the tonic variation of verb and adjective inflections and sentence intonation should be included. A phonetic class should not be confined to simple imitation of pronunciation on the part of the students. Instead, they should be taught systematically the fundamentals in Japanese phonetics so as to lay a solid foundation for more advanced courses.