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標題: | 台灣EFL學習者於音高重音與界限聲調之呈現 The realization of pitch accents and boundary tones in Taiwan EFL learners |
作者: | Hsuan-fang Sally Chen 陳萱芳 |
指導教授: | 馮怡蓁(Janice Fon) |
關鍵字: | 二語語調,音高重音,界限聲調,台灣,EFL, L2 prosody,pitch accents,boundary tones,Taiwan,EFL, |
出版年 : | 2021 |
學位: | 博士 |
摘要: | 以華語為母語的英語學習者之英語超音段研究實證資料甚少,目前僅有的文獻多侷限於英文單詞重音的相關聲學研究,少有以句子或篇章為單位的研究。根據「第二語言語調學習理論」(The L2 Intonation Learning theory, Mennen, 2015),超音段學習順序應與音段學習類似,也就是建立音韻類別先於語音微調。本研究以台灣英語學習者朗讀時之音高重音與界限聲調為主題,測試此假說是否正確。
十六位台灣英語學習者之朗讀資料,由以測驗為本之學習者口語語料庫中隨機抽出,其中八位得到該測驗之最高分(流利組),另八位則稍低於該測驗的通過分數(普通組)。此外,本研究同時招募英語母語人士與台灣華語母語人士作為對照組,分別進行英語與華語之錄音(華語組為中文翻譯)。本研究所有的語音資料皆以「聲調與界限標記系統」(Tone and Break Indices System, Beckman Ayers, 1997)進行標記。 研究結果發現:在界限聲調方面,若界限有標點符號輔助,則流利組與普通組不論在界限聲調的位置或調型選擇上,皆與英語母語人士無異;若界限無標點符號輔助,則流利組之界限位置與調型選擇仍與母語人士類似,但普通組則明顯有較大差異。在音高重音方面,流利組不論實詞或虛詞,重音數量亦與母語人士相近。至於英文語調的下降幅度,母語人士與學習者之間有顯著差異,而流利組與普通組之間則差異不大,顯見此方面之習得有較大困難。 雖然各個單項測量結果或有些許出入,整體而言,台灣英語學習者之超音段發展仍大致遵循音韻類別建立先於語音微調的大方向,不過語音的微調並非等到音韻類別建立完成才開始,而是兩者同時並進,只是發展的速度快慢不同而已。 Empirical studies have been rare in the realization of suprasegments of Mandarin speakers’ English, and acoustic correlates of English lexical stress seemed to be the main concern for the few existing ones. In this study, the L2 Intonation Learning theory (LILt; Mennen, 2015) was introduced, which proposed that in terms of suprasegmental learning, phonological categories should be acquired prior to phonetic implementation, as found in segmental learning. To test the hypothesis, investigation of pitch accents and boundary tones in Taiwan EFL learners’ production has been conducted. Sixteen Taiwan EFL learners’ read-aloud recordings were randomly selected from a test-based learner corpus in Taiwan. Half of them received the highest score in the test (high-proficiency L2 learners, or HL2), while the other half did not pass the exam (low-proficiency L2 learners, or LL2). Native speakers of American English and Taiwan Mandarin speakers were also recruited and recorded following the same instruction. Materials were two short English passages containing 165 words in total. The English Tone and Break Indices system (Beckman Ayers, 1997) was used for data labelling. Results showed that in terms of boundary tones, both HL2 and LL2 speakers showed a similar preference as native speakers in the position of boundary assignment and choice of tone type when the boundaries came with punctuation marks. On the other hand, when a boundary was covert, i.e., with no additional cue from punctuations, HL2 still behaved like native English speakers, whereas LL2 were less consistent, be it position of assignment or choice of tone. For pitch accents, HL2 learners also behaved more like native speakers in the number of pitch accents assigned to content and function words. However, for measures like declination and accent density, significant difference was found between natives and nonnatives, which indicated that these measures may be more difficult to learn. Although minor differences were found in some measures, Taiwan EFL learners showed better performance in phonological categorization than in phonetic implementation. Finally, the LILt (2015) was further modified based on these findings. It is believed that the development of the phonological and phonetic aspects of L2 prosody should be co-occurring, rather than sequential. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72326 |
DOI: | 10.6342/NTU202100732 |
全文授權: | 有償授權 |
顯示於系所單位: | 語言學研究所 |
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