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題名：台灣英語學習者流音習得探究
作者：李嘉宜
作者(外文)：Chia-Yi Li
校院名稱：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：2012
主題關鍵詞：英語流音；錯誤類型；中介語音韻學；聲學量測；類化效應；標記效應；English liquids；error patterns；interlanguage phonology；acoustic phonetics；the similarity effect；the markedness effect.
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本研究探討台灣英語學習者流音習得錯誤類型,進而藉由語言習得理論驗證與評估其假設以瞭解中介語言學習路徑及錯誤產生過程。英語的流音對比,和中文音位配列與音韻差異之間的關聯,可能造成影響台灣英語學習者流音正確發音要素。
本研究主旨: (一)提供實際語料診斷台灣英語學習者流音習得之語言行為;(二)辦識類化效應或標記效應較能適切分析台灣大學生英語學習者流音錯誤; (三)進而提出新看法,以期對中介語音韻發展有所貢獻。
六十位台灣籍大學生參與流音發音實驗。兩位英語母語人士參與錯誤分析和流音發音實驗。英語流音分布於四種語音環境比較與討論。[共振峰值]和[共振峰轉變] 兩種聲學量測方法:用以建立英語母語人士與台灣英語學習者流音聲學特徵及錯誤發音特質相互關係。
本研究主要有三點主要發現:
一、錯誤類型分析方面: 發音實驗結果數據分析得以了解流音學習困難路徑為/l/困難度高於/r/錯誤類型。錯誤類型根據四個語音環境分布又可分為: (1)字首位置: /l/在字首較易被/r/替換, 而字首/r/相對易被/l/替換。(2)字尾位置: /l/字尾較易被刪除或替換成/r/,而字尾/r/易被刪除。 (3)前子音串位置: /l/和/r/在前子音串常牽涉到母音插入(/l/)。(4)後子音串字首位置: 錯誤常發生在/l/和/r/在後子音串中刪除。
二、聲學證據方面: 首先,聲學量測分析從兩方面觀察: [共振峰值]分析呈現流音發音問題與嘴唇和舌頭發音器官相關。台灣英語學習者與英語母語人士流音共振峰值聲學分析在母音前後大體一致。比較結果發現: (1) 台灣英語學習者共振峰值較母語人士(F2, F3, and F3-F2) 高顯示英語和中文音發音仍有差異。(2) 台灣英語學習者/r/在字首和字尾位置F3數值接近母語人士之/l/的F3數值,此結果顯示中文缺乏像英語流音對比的特質。 [共振峰轉變]分析呈現在流音與母音前後,根據其曲線建構發音概廓。其結果發現台灣英語學習者中介語言與母語人士聲學表現接近但仍有差異,尤其以後母音效應影響會到舌頭位置因而可能產生發音上的修正。
再者,流音錯誤聲學證據方面: [共振峰值] 和[共振峰轉變]聲學量測可用於描述錯誤發音特質。F3-F2 數值表示舌尖的位置,依據可以區別/r/與/l/發音。/l/的F3數值越低外國口音越重, 相對/r/的F3越高外國口音越重。台灣英語學習者/r/ F3-F2數值越大顯示發音時嘴型是相對較大的。捲舌程度會對流音分類對比造成影響。
三、理論探討部分:分別以類化效應或標記效應分別分析流音語料。結果發現: (1)類化效應較能解釋目前語料現象; (2)陌生音素/r/學習可能性較相似音素/l/高; (3)流音錯誤產生機制得以獲得較合理解釋。此討論概述本研究台灣大學生學習者英語流音學習路徑(/r/改善優於/l/)結果。The SLM model確認了語音類化和發音之間存在互動關係。發音教學不能僅僅強調發音困難,也要重視學習經驗之影響。
Phonological differences related to the /l/-/r/ liquid contrast in English and the phonotactics of the native language are likely to influence the English pronunciation of Taiwanese learners of English as a Foreign Language (EFL). This research is an attempt to analyze (1) the error patterns that emerge from TEFL learners’ liquid production; and (2) the theoretical framework that can account for the error data.
The main purposes of this dissertation are: (1) to detect the linguistic behavior of TEFL learners’ liquid acquisition, (2) to identify the effects that can trigger production errors of English liquids for university-level TEFL learners, (3) to contribute to the research on interlanguage phonological development.
Two production tasks were conducted to test the performance of sixty university-level learners. The design of the target words mainly was based on the distribution of English liquids in the four positions for later comparison, analysis and discussion. Following the error analysis, the acoustic measures were to establish the articulatory contours for /l/ and /r/ of NS norm and TEFL production, as well as to elicit the articulatory characteristics of production errors, according to two acoustic cues: formant values and formant transitions.
The major findings of this dissertation are reported as follows. First, the data-driven approach used to resolve the first research question was to assess the error patterns. The error rate shows that the hierarchy of difficulty was ranked as /l/ > /r/. The error patterns in the four positions are summarized below: (1) The word-initial position: There was a tendency to substitute /l/ and /r/: /l/ was realized as /r/, while /r/ was realized as /l/. (2) The word-final position: The error rates indicate a preference for word-final /l/ deletion and the replacement of /l/ with /r/. The word-final /r/ data indicates a tendency for /r/ deletion. (3) The word-initial cluster: The word-initial /l/ cluster errors mainly involved insertions, substitutions, and deletions, whereas the word-initial /r/ cluster errors mainly involved deletion and substitution. Notably, both /l/ and /r/ in word-initial clusters were realized as /l/ most frequently. (4) The word-final cluster: Deletion was the most common error in the word-final and word-final clusters.
Second, an examination of the formant values shows that articulatory difficulty was related to the movements of two articulators: the lip and the tongue. Considerate correspondence between the NS norm and the TEFL production was shown in the contour of English liquids with acoustic measures. Three important findings for formant values: (1) The over-exaggeration in the formant values (F2, F3, and F3-F2,) of the TEFL subjects indicated the articulatory differences between L1 and L2. (2) The mean F3 value of the TEFL word-initial and word-final /r/ fell within the range of the F3 of the NS /l/, showing why the /l/ and /r/ segments were not contrastive in TEFL production. Moreover, the formant transitions gave the curves for articulation configuration. A comparison between the results of NS and TEFL transition modes show certain acoustic deviations in the TEFL interlanguage production. The degree of backness of the vowel affected the TEFL liquid production, since this required more articulatory modifications to change the tongue position.
Following acoustic measures, the examinations described the articulatory characteristics of production errors. The distance between the F3 and F2 reflected the emphasis on the position of the tip of the tongue. The lower the value of F3, the more foreign-accented the /l/ articulation was. The higher was the value of F3, the more foreign-accented the initial /r/ was articulated. The F3-F2 value in a relatively wider range indicates that TEFL /r/ was articulated in a more mouth opening position. The degree of retroflection influenced categorical contractiveness.
Fourth, resolving the second research question involved examining two theoretical frameworks: the similarity effect in the Speech Learning Model (SLM), and the markedness effect in the Markedness Differential Hypothesis (MDH). To summarize, it was found that the SLM analysis could account for the data better: (1) native language similarity suppressed the markedness effect on liquid production; (2) the learnability of “unfamiliar” /r/ overrode “similar” /l/, if more meaningful input was provided; and (3) the systematic error distribution in the four different positions could be explained. Most importantly, our discussions could outline the hierarchy of learning path, that is, /r/ > /l/. The SLM model confirmed the interaction between phonetic similarity and the articulatory effect. Third, both learning experiences and production difficulty were emphasized.
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