常州方言對初中生英語語音習得的負遷移研究
發(fā)布時間：2018-07-21 11:09
【摘要】：近年來,隨著語言界和學術界對中學生英語教學的研究,母語遷移的現(xiàn)象越來越受到重視。很多學者開展了有關漢語對英語語音學習的負遷移影響的研究,尤其是地方方言對英語語音習得的負遷移影響。中國方言眾多,而對于常州地區(qū)方言對英語語音習得負遷移影響的研究非常少。為幫助常州地區(qū)的初中英語教師改進教學方法,也幫助學生形成良好的英語語音發(fā)音,探索適合初中英語教學的語音教學策略,從而減少初中生在英語語音學習中的困難,增強學習的興趣和信心,我們有必要研究常州方言對初中生英語語音習得的負遷移影響。本研究圍繞以下問題展開：第一,常州方言是否對初中生英語語音習得產(chǎn)生負遷移影響；第二,如果是,常州方言是如何對初中生英語語音習得產(chǎn)生負遷移影響的,表現(xiàn)在哪些方面；第三,常州地區(qū)的初中老師和學生該如何排除母語干擾,減少負遷移的影響。筆者選擇了常州市區(qū)初中的一所學校初一年級抽取了76名學生開展了調查研究,通過問卷調查,語音測試以及訪談的研究方法了解了學生的語音學習背景及語音面貌。進而,通過對比分析和錯誤分析的方法,對學生的錯誤發(fā)音方式和正確的發(fā)音方式進行比較。研究發(fā)現(xiàn)該地區(qū)學生的英語語音狀況在音段層次以及超音段層次上面都受到了常州方言的負遷移影響。在音段層次上主要表現(xiàn)為音素空缺,音素不完全對應,音素的增加以及長短音不分。由于音素空缺,常州地區(qū)的老師和學生會在[e]、[(?)]、[r]、[θ]、[(?)]、[l]這幾個元音和輔音上出現(xiàn)發(fā)音錯誤：常州方言與英語中體現(xiàn)出的音素不完全對應的主要是[a:]、[(?)]、[(?):]、[(?)]、[(?)]、[(?)]、[au]、[(?)]、[e(?)]、[(?)]、[(?)]以及[(?)]；音節(jié)的增加主要表現(xiàn)為在音節(jié)首或是音節(jié)尾的輔音后中插入[(?)]、[I]或是[u]；長短音不分主要表現(xiàn)為[i：][i]不分、[(?)][(?)]不分、[α：][(?)]不分、[u：][u]不分以及[(?)：][(?)]不分。在超音段層次上主要體現(xiàn)在重音、語調、連讀以及意群和停頓這四個方面。表現(xiàn)較明顯的是常州地區(qū)的學生會在詞重音以及句重音上都產(chǎn)生發(fā)音錯誤以及語調單調平淡、沒有起伏。針對當?shù)胤窖詫τ⒄Z發(fā)音的負遷移影響,筆者從音段層次和超音段層次兩個方面提出了有針對性的教學建議。
[Abstract]:In recent years, the phenomenon of mother tongue transfer has been paid more and more attention to with the study of English teaching in middle school students. Many scholars have carried out researches on the negative transfer of Chinese on English phonetic learning, especially the negative transfer of local dialects on English phonetic acquisition. There are many dialects in China, but there are few studies on the negative effects of Changzhou dialect on English phonetic acquisition. In order to help middle school English teachers in Changzhou improve their teaching methods, and help students to form good pronunciation, and to explore the appropriate phonetic teaching strategies for junior middle school English teaching, the difficulties of junior high school students in English pronunciation learning can be reduced. It is necessary to study the negative transfer effect of Changzhou dialect on junior high school students' English phonetic acquisition. This study focuses on the following questions: first, whether Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; second, how Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; Third, how to eliminate the interference of mother tongue and reduce the influence of negative transfer for middle school teachers and students in Changzhou area. The author selected 76 students from the first grade of a middle school in Changzhou city to carry out the investigation and study. Through questionnaire survey, phonetic test and interview, the author understood the students' phonological background and phonological features. Then, by means of contrastive analysis and error analysis, we compare the students' incorrect pronunciation and correct pronunciation. It is found that the students' English phonetic status in this area is influenced by the negative transfer of Changzhou dialect on both segmental and supersyllabic levels. At the segmental level, phoneme vacancy, phoneme incomplete correspondence, phoneme increase and short phoneme are not distinguished. As a result of phonemes vacancy, teachers and students in Changzhou area have errors in pronunciation on [e], [(?)], [r], [胃], [(?)], [l], these vowels and consonants: the main phonemes in Changzhou dialect and English are [a:], [(?)], [au], [(e)], [e (?)], [(?)] And [(?)]; the increase in syllables is mainly characterized by the insertion of [(?)], [I] or [u] after the consonant at the beginning or end of the syllable; the short or short syllables are mainly expressed as [I:] [I] no distinction, [(?)] No distinction, [a:] [(?)] [u:] [u] and [(?):] [(?)] No distinction. The supersyllabic level is mainly reflected in stress, intonation, ligation, group of meanings and pauses. It is obvious that the students in Changzhou area have pronunciation errors and monotonous intonation in word stress and sentence stress. In view of the negative transfer effect of local dialects on English pronunciation, the author puts forward some specific teaching suggestions from two aspects: segmental level and supersyllabic level.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2135330
[Abstract]:In recent years, the phenomenon of mother tongue transfer has been paid more and more attention to with the study of English teaching in middle school students. Many scholars have carried out researches on the negative transfer of Chinese on English phonetic learning, especially the negative transfer of local dialects on English phonetic acquisition. There are many dialects in China, but there are few studies on the negative effects of Changzhou dialect on English phonetic acquisition. In order to help middle school English teachers in Changzhou improve their teaching methods, and help students to form good pronunciation, and to explore the appropriate phonetic teaching strategies for junior middle school English teaching, the difficulties of junior high school students in English pronunciation learning can be reduced. It is necessary to study the negative transfer effect of Changzhou dialect on junior high school students' English phonetic acquisition. This study focuses on the following questions: first, whether Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; second, how Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; Third, how to eliminate the interference of mother tongue and reduce the influence of negative transfer for middle school teachers and students in Changzhou area. The author selected 76 students from the first grade of a middle school in Changzhou city to carry out the investigation and study. Through questionnaire survey, phonetic test and interview, the author understood the students' phonological background and phonological features. Then, by means of contrastive analysis and error analysis, we compare the students' incorrect pronunciation and correct pronunciation. It is found that the students' English phonetic status in this area is influenced by the negative transfer of Changzhou dialect on both segmental and supersyllabic levels. At the segmental level, phoneme vacancy, phoneme incomplete correspondence, phoneme increase and short phoneme are not distinguished. As a result of phonemes vacancy, teachers and students in Changzhou area have errors in pronunciation on [e], [(?)], [r], [胃], [(?)], [l], these vowels and consonants: the main phonemes in Changzhou dialect and English are [a:], [(?)], [au], [(e)], [e (?)], [(?)] And [(?)]; the increase in syllables is mainly characterized by the insertion of [(?)], [I] or [u] after the consonant at the beginning or end of the syllable; the short or short syllables are mainly expressed as [I:] [I] no distinction, [(?)] No distinction, [a:] [(?)] [u:] [u] and [(?):] [(?)] No distinction. The supersyllabic level is mainly reflected in stress, intonation, ligation, group of meanings and pauses. It is obvious that the students in Changzhou area have pronunciation errors and monotonous intonation in word stress and sentence stress. In view of the negative transfer effect of local dialects on English pronunciation, the author puts forward some specific teaching suggestions from two aspects: segmental level and supersyllabic level.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
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，本文編號：2135330
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