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題名：中介語語音時長類型及其對母語人士感知之影響
作者：陳雪珠
作者(外文)：Hsueh-chu Chen
校院名稱：國立高雄師範大學
系所名稱：英語學系
指導教授：鍾榮富
學位類別：博士
出版日期：2006
主題關鍵詞：音節時長；重音時長；語流韻律；節奏型態；聲學語音學；聽覺語音學；中介語音韻學；產出與覺知；心理語言學；syllable-timing；stress-timing；speech prosody；rhythm patterns；acoustic phonetics；auditory phonetics；interlanguage phonology；production and perception；psycholinguistics
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中介語語音時長類型及其對母語人士感知之影響
中文摘要
本論文旨在藉由聲學測量以及英語母語人士感知評量的方式，探討台灣英語學習者對習得美式英語語音時長類型之困難，並藉以瞭解影響英語母語人士評定外國口音之關鍵變項。在語言類型分類上，國語是聲調語言，以音節時長為導向；而英語是重音語言，以重音時長為依據。由於國語和英語韻律節奏上的差異，分析二者間之中介語對語言習得有重要價值。
本論文主要分為兩個研究。研究一討論台灣英語學習者之語音時長學習困難的六個時長變項：音節長度、母音弱化、停頓時長、連音時長、子音串時長、以及說話速度。計十位在台灣學習之低成就英語學習者，十位在台灣學習之高成就英語學習者，十位在美國學習之英語學習者，以及十位英語母語人士，各自唸出一篇診斷式文章，從而擷取其中五句不同句型之句子加以分析這六個時長變項。首先，以英語母語人士之平均數為基準，每個人與此基準作比較，經由本研究提出新的變異指標，用以比較六個時長變項，診斷出台灣英語學習者習得英語語音時長變項之困難。再者，各組自我比較音節間長度之變異性，經由兩個不同的變異指標，來驗證音節時長以及重音時長導向的假設。
研究二探討英語母語人士對台灣英語學習者之口音感知。十位英語老師評分者根據研究一所收集的四十人的語音資料，分別對六個時長變項及一個整體的口音印象加以評分。接著，以六個時長變項之聲學測量以及感知評量的關係交叉分析，以釐清英語母語人士評定外國口音的影響因素。
主要結果如下：一、從聲學測量得知，台灣英語學習者之音節時長類型和英語母語人士極為不同。美式英語較常出現弱化母音，而台灣英語學習者較偏好使用全母音，因而造成韻律之差異。此外，針對話語停頓的頻率、時長以及座落的位置檢視結果發現：台灣英語學習者停頓的頻率、時長都比英語母語人士多，並在不適當句法結構的位置作停頓。大體而言，在台灣學習之高成就英語學習者表現比在台灣學習之低成就英語學習者更接近英語母語人士之韻律節奏。台灣英語學習者的說話速度較慢，子音母音間的連音時長較英語母語人士長，單字與單字之間常插入短暫停頓或聲門塞音。從四組受試者中發現其子音串簡化的主要策略為子音刪除，而在台灣學習之低成就英語學習者則特別偏好子音插入。
二、英語母語人士之音節時長的變異性大於台灣英語學習者。此結論支持了先前之假設：英語較偏向重音時長之韻律，台灣英語學習者受母語影響，較偏向音節時長之韻律。再者，本研究新提出之變異指標比文獻回顧中所提出之變異指標更為適當，足以進行六種時長變項之比較。
三、根據人工感知評分，在台灣學習之低成就英語學習者被評為外國口音最重，在台灣學習之高成就英語學習者次之，最輕微的是在美國學習之英語學習者。六個個別時長變項和整體的口音印象有非常高的正相關，顯示語音時長類型或韻律是整體的印象，人類的聽覺難以抽離為單獨成分。最後，藉由聲學測量的說話速度是最主要外國口音的預測變項。當不包含這個有關整體流利度的變項時，母音弱化和連音時長二者為母語人士偵測外國口音最重要的依據。
四、這三組台灣英語學習者在時長類型的表現不同。在六個語音時長變項中，在美國學習之英語學習者並未全然都顯著地比在台灣學習之高成就英語學習者來得好。說話速度以及連音時長是分辨在美國學習之英語學習者和在台灣學習之高成就英語學習者最重要的兩個因素。
根據以上的發現，本研究提出外國口音時長感知模式，釐清影響母語人士對非母語人士對口音反應最重要的語音或音韻因素。本模式可以幫助瞭解中介語語音及音韻現象，第二語言習得以及口音產出與覺知交互作用之心理語言學理論，進一步搭起之間的橋樑、並建立英語發音教學有效的教學順序。
ABSTRACT
The major goals of this dissertation are: (a) to investigate the difficulties in English speech timing patterns encountered by Taiwanese learners through examining both acoustic measures and perceptual ratings given by English native listeners, and (b) to identify critical variables that affect native listeners’ perceptions of foreign accents. This comparison of both languages is of great value on language acquisition because Chinese and English are typologically very different in their prosodic properties: Chinese is a tone language with syllable-timed oriented rhythm, while English a stress-timed language.
Two major studies were conducted to investigate the timing patterns of non-native speech production and native listeners’ perception. An acoustic study designed to measure and compare six timing patterns was conducted. These patterns were: syllable duration, vowel reduction, pause duration, linking duration, consonant cluster duration, and speech rate. Four groups of subjects were recruited to produce a long English text, including 10 Americans, 10 EFL Taiwanese learners with low English proficiency (EFL-L), 10 EFL Taiwanese learners with high English proficiency (EFL-H), and 10 ESL Taiwanese learners (ESL). The speeches of each then underwent acoustic analysis. A new variability index (VI-3) was proposed and measured over six timing variables in this dissertation. These acoustic data obtained from the Taiwanese learners were then self-compared to check for inter-syllable variations, and then compared to the American norm to identify difficulties in specific English speech timing patterns used by the Taiwanese learners.
Following the acoustic study, the perceptual rating study was conducted. Ten English listeners were recruited to rate the speeches produced by the English speakers and the Taiwanese learners according to the six variables, and make an overall accent rating. The relationship between the acoustic measures and the perceptual ratings was analyzed to determine the phonetic and phonological components of foreign accented speech.
Major findings of this dissertation are as follows. First, the six acoustic timing variables of the Taiwanese learners display specific patterns that deviate from those of native English speakers. The greater frequency of reduced syllables with a schwa in American English contributes to the difference between American English and that spoken by Taiwanese learners. They demonstrate more frequent and inappropriate pausing. Their speech rates are slower and their consonant-vowel linking duration is much longer than that of the native speakers. Some word boundaries are maintained through the insertion of short pauses and glottal stops. The dominant strategy for consonant cluster simplification across the four groups is consonant deletion, but the EFL-L learners evinced a specific preference for consonant epenthesis.
Second, a significant disparity in syllable duration and syllable-to-syllable variation between American English and English spoken by Taiwanese learners has been demonstrated. As predicted, the acoustic timing patterns in American English are stress-timed oriented, whereas those in the English spoken by Taiwanese learners are more syllable-timed. The new variability index is a more appropriate barometer of acoustic measurement than most indices employed in the contemporary literature.
Third, based on the human ratings, the EFL-L learners are rated as the most foreign sounding, followed by the EFL-H learners and the ESL learners. The ratings of the six human specific variables show very strong positive correlations with the human overall ratings, revealing that timing patterns or prosody in general is a more holistic impression rather than a discrete component. Finally, speech rate by acoustic measures is the primary predictor determining the perception of foreign accent. If this overall fluency variable is excluded, then vowel reduction and linking duration are the most heavily weighted variables by the native speakers in discerning foreign accents.
Fourth, the EFL-L, the EFL-H, and the ESL learners behave differently in acoustic timing patterns. The ESL learners do not significantly outperform the EFL-H learners on all the six variables. Speech rate and linking duration are the two critical variables that differentiate the EFL-H learners from the ESL learners.
Based on these findings, the temporal perception model of foreign accent is proposed. The phonetic and phonological factors that weigh most heavily on native speaker reactions to nonnative speech are better accounted for in this model. It can increase the understanding of interlanguage phonetics and phonology, second language acquisition, interaction between perception and production of foreign accented speech, and psycholinguistics, and further bridge the gap among them. This model will also help establish the most important priorities for teaching pronunciation to second or foreign language learners.
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