摘要
韵母发音能力对于提高汉语普通话整体清晰度具有重要作用。学龄前正常儿童语音发展迅速且良好，但智障儿童常表现为落后。正常儿童的韵母发音能力能够为相同年龄智障儿童的韵母干预提供重要参照。本研究选取3-5岁的正常儿童53人和智障儿童32人展开韵母发音测试，从不同结构、不同口型维度比较两类儿童韵母发音的特征。结果发现除单韵母外，智障儿童的韵母发音正确率显著落后于正常儿童；3-5岁正常儿童韵母发音正确率总体较高，且不同结构、不同口型间均无显著差异，发展非常均衡；3-5岁智障儿童的韵母发音则在不同结构、不同口型上几乎都存在显著差异；正常儿童鼻韵母发音错误较多，开口呼单韵母／a／、／o/、/e/以及以／a／、/o/、／e／开头的前响复韵母错误人数也稍多；智障儿童韵母发音问题具体表现为鼻韵母辅音后缀丢失、鼻韵母扭曲、复韵母丢失韵头或韵尾。对智障儿童进行韵母发音训练时，建议在训练内容上注重口部发音器官运动训练、韵母发音练习以及声韵组合练习；在训练步骤上总体遵循单韵母、前响复韵母、后响复韵母、中响复韵母、前鼻韵母、后鼻韵母的先后顺序；细化安排各结构韵母训练时，可按照开口呼、撮口呼、合口呼、齐齿呼的顺序进行。
The ability of pronouncing finals plays an important role in improving the overall intelligi- bility of Mandarin pronunciation. While preschool normal children enjoy a fast and good phonetic develop- ment, retarded children fall behind. The pronunciation ability of finals of normal children can be referred to in the intervention of finals on the part of retarded children at the same age. In the study, 53 normal children and 32 retarded children aged 3 to 5 were selected as subjects in the tests of finals＇ pronunciation. Their respective features revealed in the articulation of finals were compared in terms of the structure and mouth shape. Findings showed the retarded children＇s significantly lower rate of articulation correctness with marked difference in the structure and mouth shape, and the normal children＇s generally higher rate with no corresponding marked difference. With＇ the normal children, there were many cases of mispronun- ciation of nasal finals and frequent mispronunciations of mono-finals （/a/,/o/,/e/） and multiple-finals with initial /a/Jo/Je/. With the retarded children, mispronunciation was embodied in the loss of the consonantal suffixes in nasal finals and initial or last in multiple-finals, and the distortion of nasal finals. Consequently, in the phonetic training of finals for retarded children, in terms of training items, more at- tention should be paid to the physical training of oral speech organs and the phonetic practice of finals and onset-final combinations. In terms of the training procedure, the order should be generally followed of mono-finals, multiple finals with initial/a/,/o/,/e/, multiple finals with last/a/,/o/,/e/, multiple finals with middle/a/,/o/,/e/, the prior nasal finals and the posterior nasal finals. And specifically in the training of structural finals, the sequence should be observed of the opening-mouth, the gathering-mouth, the connecting-mouth and the i-class finals.
出处
《学前教育研究》
CSSCI
北大核心
2016年第12期26-34,共9页
Studies in Early Childhood Education
基金
江苏高校品牌专业(特殊教育专业)2015年建设项目(编号:ppzy2015b199)
南京特殊教育师范学院课题"智障学生韵母发音特征分析及干预对策研究"
江苏省高校哲社基金项目"视障儿童语调情绪识别的特征及干预研究"(编号:2016SJB880044)
关键词
正常儿童
智障儿童
韵母发音
发音能力
normal children
retarded children
pronouncing finals
pronunciation ability
