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題名:台灣英語學習者英語句子顯著重音習得研究
作者:范春銀
作者(外文):Chuen-yn Fan
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:2010
主題關鍵詞:英語韻律口語語流句子顯着重音句子重音對比強調重音台灣英語學習者English prosodyConnected SpeechSentence prominenceSentence stressContrastive/Emphatic stressChinese EFL learners
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論文摘要
論文名稱: 台灣英語學習者英語句子顯著重音習得研究
A STUDY ON CHINESE EFL LEARNERS’ SENTENCE PROMINENCE OF ENGLISH CONNECTED SPEECH
校所組別: 國立高雄師範大學英語學系博士班
畢業時間: 九十八學年度 第一學期
指導教授: 鍾榮富 教授
研究生: 范春銀
論文摘要:
本論文旨在探討台灣英語學習者,表現口語語流韻律的顯著重音之能力。藉由八週實驗韻律教學的介入,檢視八位台灣男性英語學習者在兩個句子顯著重音的語境,分別為句子重音與對比強調重音的習得發展與變化。在教學上,實驗韻律教學包括句子顯著重音的規則與其相對應的顯著重音聲韻策略運用。在評量方面,以前測和後測工具,並採用Praat語音分析軟體,比較台灣英語學習者與英語為母語人士的差異,並檢視台灣英語學習者韻律習得的成果。依據實施教學前、教學後所蒐集之朗讀短篇故事語料,從中分別擷取句子重音與對比強調重音的語彙,利用語音分析軟體,測量目標語彙重音節的基頻(F0 ; pitch)與音長(duration; length)兩項聲學特徵參數。此外本研究也採用質性資料,包含學習者背景問卷和教學反應問卷,以及研究者在訓練過程對學習者的觀察分析,包含顯著重音之感知力與使用能力。
本研究主要的結果如下:根據聲學測量分析及聲譜圖判讀顯示,在接受韻律教學前,台灣英語學習者與外國母語人士,在句子顯著重音上的兩項聲學特徵表現有許多差異。首先,在音高(pitch)方面,台灣英語學習者在一個語意單位中,其重音顯著的語彙與鄰近的弱重音或非重音顯著的語彙之間表現極小的音高差異。其次,在音長(length)方面,台灣英語學習者在句子重音與對比強調重音的兩個顯著語境中,相較於外國母語人士,只有極少數顯著語彙的重音節母音有延長現象。在接受韻律教學後,台灣英語學習者就整組的表現而言,在句子顯著重音之兩項聲學特徵表現上有極明顯的改善,然而學習者之間出現個別差異現象。大部分的學習者可以成功地以聽覺辨識兩個語境的顯著重音,但是卻仍有少數學習者缺乏使用句子顯著重音能力,而台灣英語學習者似乎對音高(F0 ; pitch) 的習得較音長(duration; length)困難。再者根據質性分析顯示,大部分的台灣英語學習者受惠於句子顯著重音的規則與韻律策略教學、自我監測錯誤更正訓練、及電腦韻律教學軟體。各種習得因素,在英語韻律習得過程中,對台灣英語學習者,產生交互影響,如母語因素、學習英語起始年齡、過去發音學習經驗、是否具備顯著重音之知識、及個人心理因素。本研究結果建議實施句子顯著重音韻律教學,尤其是針對母語的韻律系統上與英語有明顯差異的語言學習者。再者本研究結果也建議,未來研究應持續發展客觀的測量工具,以利量化發音韻律教學上的成果與變化。
關鍵詞: 英語韻律,口語語流,句子顯着重音,句子重音,對比強調重音,
台灣英語學習者
This study examines eight Chinese EFL learners’ sentence prominence in English connected speech before and after an eight-week prosody instruction. Specifically, the study is aimed at investigating the difference in the ability to produce sentence prominence between Chinese EFL learners and English-speaking models in two contexts of prominence: sentence stress and contrastive/emphatic stress. The proposed module of instruction included sentence prominence rules and prosody of prominence. As a quasi-experiment study, this research employed pre-test and post-test measures and English-speaking models as control group, using acoustic instrumental analysis of prosodic improvement. Speech samples were taken from the Chinese EFL learners recording a short story before and immediate after the instruction. These samples were acoustically analyzed for pitch (F0) and duration (in ms) on selected target words in two contexts of prominence. In addition, this study included qualitative data, namely survey questionnaires to obtain subjects’ background information, prior pronunciation learning experience, and their reactions to the instruction. Also included was observation analysis of subjects’ prominence perception and production for better understanding of and interpretation for instructional outcomes.
Linguistic acoustic analysis showed that the Chinese EFL learners differed from the English-speaking models in the ability to produce sentence prominence before instruction. They displayed very small pitch differences between the stressed prominent words and the neighboring less stressed or unstressed words in the thought groups. Moreover, they had very few productions of extended vowel duration of the prominent words either in sentence stress context or in contrastive/emphatic context. After instruction, however, the Chinese EFL learners as a group demonstrated a substantial improvement in prominence production whereas a wide range of individual variation in prominence accuracy was observed. The majority of the Chinese EFL learners displayed satisfactory performances in prominence perception while a few experienced great difficulties in prominence production. And there was no significant difference in learning prominence in the two contexts introduced, but there seemed to be more difficulties in approximation of pitch height than in vowel duration. Qualitative analysis revealed that most of the Chinese EFL learners reported they benefited from the teaching of sentence prominence rules and prosodic strategy use, self-monitor and correction skills, and the use of instructional technology. The factors of native language influence, onset age of learning, prior pronunciation instruction, knowledge of English prominence, and personal psychological factor, were found mutually reinforcing in the development of prosodic ability for the Chinese EFL learners. Results suggest explicit teaching of sentence prominence, specifically to the EFL/ESL learners of English whose native languages have striking differences in prosody with English. Furthermore, results strongly urge the development of instrumental measures in quantifying prosody change and improvement in instructed L2 pronunciation and prosody.
Key words: English Prosody, Connected Speech, Sentence Prominence, Sentence Stress, Contrastive/Emphatic Stress, Chinese EFL Learners
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