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題名:台灣英語的元音長度之研究
作者:楊玉蓉
作者(外文):Yang Yu-rung
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:2009
主題關鍵詞:清濁子音母音長度英語習得母音延長語音學音韻學Word-final voiced obstruentsVowel durationEnglish vowel lengthening ruleLanguage acquisitionPhoneticsPhonology
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論文摘要
本論文研究探討台灣學生是否習得英語濁子音前之母音延長的音韻現象及探討是否有其他因素干擾他們的表現。因為研究顯示台灣學生學習英文時並不會在字尾有聲子音前把母音延長(Chen, 1970: 138; Flege, 1993: 1592),又因為國語及台語並無字尾是有聲爆塞子音,研究並顯示台灣學生唸的英語長母音比英語為母語之美國人士要長很多(Lai, 2006: 105; Luo, 2002: 48; Wang, 1997: 82, 2002: 125),這些現象令人懷疑是否英語的長短母音影響台灣學生學習英語濁子音前之母音延長。
實驗研究對象為二十二位台灣籍大二非英語系學生及二十二位美式英語為母語之美籍人士。這兩組學生參與問卷調查及母音發音實驗,本實驗一共設計104個字,包涵字尾是有聲及無聲的子音,測量他們實際的母音長度來做比較,探討母音長度本身及字尾子音對母音延長的影響。
問卷調查結果顯示22位台灣學生均瞭解英語母音有長短之分,然而只有一半表示知道濁子音前之母音延長的音韻現象,於是,在測試前我們進行為期16週的音韻教學,主要目的是讓學生瞭解英語母音延長的音韻規則,然後測試台灣學生是否會在濁子音前將母音延長,及是否有其他因素影響他們的表現。
結果顯示,經過短期訓練後台灣學生的母音長度在有聲子音前確實比在無聲子音前長,但長短母音延長的程度不一致,長母音延長的程度明顯地比短母音大,及長短母音延長的差異現象表現在三方面:第一、台灣學生唸英語長母音時,長母音在有聲及無聲的子音前均比美國人長,但唸短母音時,無此現象。第二、台灣學生唸英語長母音時,母音長度在有聲及無聲的子音前有顯著差異,但唸短母音時,顯著差異現象明顯減少。結果顯示台灣學生在習得英語有聲子音前之母音延長時受英語長短母音影響極深。
根據以上實驗發現及討論,本論文提出幾項教學啟示。第一、建議英語教師應採用「鬆緊母音」一詞而不用「長短母音」一詞,以免誤導學生。第二、建議英語教師不要以長度來教導學生長短母音,應採用其他方式,例如英語母音的聲學特質(Lai, 2006: 106; Wang, 1997: 87, 2002: 157) 或電腦語音聲學軟體(de Bot, 1983: 345; Molholt,1988: 110)。第三,建議英語教師把語音學 (phonetics) 和音韻學 (phonology) 分開來教,在著重英語長短母音的同時,也要強調母音的音韻變化。
ABSTRACT
The thesis aimed to investigate the acquisition of English vowel lengthening rule for Taiwanese EFL learners and examine the factor that influences their performance. Flege (1993: 1593) has found that his Mandarin and Taiwanese subjects who came to America as adults produced smaller vowel duration differences than native speakers. The English vowel lengthening rule conditions that vowels be lengthened preceding voiced obstruents. However, word-final voiced obstruents are not allowed in Mandarin and Southern Min. The phonotactics preempts Taiwanese EFL learners from applying English vowel lengthening rule. Moreover, previous studies show that English tense vowels produced by Taiwanese EFL learners were longer than those by English native speakers (Lai, 2006: 105; Luo, 2002: 48; Wang, 1997: 82, 2002: 125). It is of interest to investigate whether Taiwanese EFL learners could apply English vowel lengthening rule and to examine the factor that influences their vowel lengthening.
Twenty-two Taiwanese non-English majors and 22 English native speakers were recruited for the study. They took part in the questionnaire survey and recorded the wordlist in English. The questionnaire revealed that all 22 Taiwanese subjects were aware of English long/short vowels whereas only half of them were aware of English vowel lengthening rule. To make the subjects homogeneous, all Taiwanese subjects were taught phonological rules during the 16-week training enforcement.
The statistics revealed that most subjects did produce longer vowel duration before voiced obstruents than before voiceless ones after enforcement. However, the data indicated that English long vowels were sensitive to vowel lengthening rule whereas short vowels were less sensitive to the rule. Some asymmetries in vowel lengthening between English tense and lax vowels were found with Taiwanese subjects. First of all, durations of lax vowels before voiceless obstruents were no different from English native speakers’. However, for tense vowels, the duration before voiced obstruents and that before voiceless ones were significantly longer than those of English native speakers. Secondly, only statistical significance was found between long vowels before voiced and those before voiceless obstruents whereas no significance was found for short vowels. The finding summarized that intrinsic vowel duration indeed played a role in vowel lengthening before voiced obstruents for Taiwanese EFL learners.
The results of the present study give rise to several implications regarding English education in Taiwan. First of all, the term long/short vowel should be avoided when teaching Taiwanese EFL learners English tense/lax vowels due to its ambiguity. Secondly, the contribution of this study was to exclude vowel length as a factor that influences English vowel lengthening before voiced obstruents. Thus, EFL teachers in Taiwan should resort to visual or spectral cues rather than durational cue to teach English vowels (Lai, 2006: 106; Wang, 1997: 87, 2002: 157). Instructions that incorporate spectral display could also facilitate pronunciation learning (de Bot, 1983: 345; Molholt, 1988: 110). Finally, the pedagogical implication for English instructors is to highlight the phonetic aspect and the phonological aspect of vowels separately when teaching English vowel lengthening rule.
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