本文選題：英語(yǔ)語(yǔ)音習(xí)得　切入點(diǎn)：方山方言　出處：《中北大學(xué)》2017年碩士論文

【摘要】：語(yǔ)音,詞匯,語(yǔ)法構(gòu)成了語(yǔ)言的三要素,其中詞匯和語(yǔ)法都是通過(guò)語(yǔ)音來(lái)體現(xiàn)的。因此,掌握正確的語(yǔ)音對(duì)外語(yǔ)學(xué)習(xí)者來(lái)說(shuō)至關(guān)重要。方山方言是呂梁方言的一部分,有著自己獨(dú)特的特點(diǎn)。此外,由于教學(xué)資源短缺,師資力量差等方面的因素,當(dāng)?shù)貙W(xué)生在語(yǔ)音方面的表現(xiàn)令人擔(dān)憂。學(xué)生在學(xué)習(xí)英語(yǔ)語(yǔ)音時(shí),很容易受到方山方言的影響。為此本文旨在探討方山方言語(yǔ)音對(duì)英語(yǔ)語(yǔ)音習(xí)得的影響及造成這些影響的因素進(jìn)而為當(dāng)?shù)赜⒄Z(yǔ)語(yǔ)音學(xué)習(xí)提供一些建議。本文以對(duì)比分析假說(shuō)和語(yǔ)言遷移理論為基礎(chǔ),以問(wèn)卷調(diào)查和語(yǔ)音測(cè)試為研究工具,以方山縣高級(jí)中學(xué)60名高一學(xué)生為受試對(duì)象主要圍繞三個(gè)問(wèn)題展開研究:(1)方山方言的韻母如何影響英語(yǔ)元音的習(xí)得?(2)方山方言的聲母如何影響英語(yǔ)輔音的習(xí)得?(3)造成這些影響的因素有哪些?根據(jù)對(duì)三個(gè)語(yǔ)音系統(tǒng)的對(duì)比,作者選取了6個(gè)目標(biāo)元音、9個(gè)目標(biāo)輔音對(duì)受試者進(jìn)行語(yǔ)音測(cè)試,最后將錄音材料轉(zhuǎn)寫整理分析并結(jié)合問(wèn)卷調(diào)查結(jié)果得出以下結(jié)論:(1)方山方言的韻母對(duì)英語(yǔ)元音/i/,/?:/,/?:/,/?/,/ai/的習(xí)得有不同程度的負(fù)遷移作用,方山方言的發(fā)音習(xí)慣對(duì)英語(yǔ)元音/?u/的發(fā)音沒(méi)有消極影響。(2)方山方言聲母的發(fā)音習(xí)慣對(duì)學(xué)習(xí)英語(yǔ)輔音/?/,/?/,/t?/,/d_?/,/n/,/v/,/e/and/f/的發(fā)音產(chǎn)生了不同程度的負(fù)遷移作用,方山方言發(fā)音習(xí)慣對(duì)當(dāng)?shù)貙W(xué)生英語(yǔ)/θ/的發(fā)音錯(cuò)誤造成的影響不顯著,類似于其他中國(guó)英語(yǔ)學(xué)習(xí)者的發(fā)音錯(cuò)誤。(3)問(wèn)卷調(diào)查從四個(gè)方面分析了造成上述影響的主要原因:使用方言的習(xí)慣、當(dāng)?shù)貙W(xué)生英語(yǔ)發(fā)音的學(xué)習(xí)情況,當(dāng)?shù)氐挠⒄Z(yǔ)發(fā)音教學(xué)及學(xué)生對(duì)英語(yǔ)發(fā)音學(xué)習(xí)的認(rèn)識(shí)和態(tài)度,最后作者針對(duì)各方面存在的問(wèn)題和不足提供了改進(jìn)建議。本研究給英語(yǔ)語(yǔ)音教學(xué)的啟示是,老師和學(xué)生都應(yīng)該重視英語(yǔ)語(yǔ)音的學(xué)習(xí)。在英語(yǔ)語(yǔ)音教學(xué)中,老師起著至關(guān)重要的作用,在學(xué)生初學(xué)英語(yǔ)時(shí)應(yīng)該系統(tǒng)地教授英語(yǔ)語(yǔ)音的發(fā)音知識(shí),對(duì)比普通話及方言音位和英語(yǔ)音位的發(fā)音方式和發(fā)音部位,將重點(diǎn)放在易混淆的音位上,及時(shí)糾正學(xué)生的發(fā)音錯(cuò)誤。學(xué)生不僅要在課堂上認(rèn)真學(xué)習(xí)英語(yǔ)語(yǔ)音知識(shí),在課下也應(yīng)借助其他音頻設(shè)備練習(xí)和模仿純正的英語(yǔ)發(fā)音。
[Abstract]:Pronunciation, vocabulary and grammar constitute three elements of language, among which vocabulary and grammar are embodied by pronunciation.Therefore, it is very important for foreign language learners to master the correct pronunciation.Fangshan dialect is a part of Lv Liang dialect and has its own unique characteristics.In addition, due to the shortage of teaching resources and poor teachers, the performance of local students in pronunciation is worrying.Students are easily influenced by Fangshan dialect when learning English pronunciation.The purpose of this paper is to explore the effects of phonetics in Fangshan dialect on the acquisition of English pronunciation and the factors that cause these effects, thus providing some suggestions for local English phonetic learning.On the basis of contrastive analysis hypothesis and language transfer theory, this paper takes questionnaire survey and phonetic test as the research tools.Taking 60 senior high school students in Fangshan County as subjects, the study focuses on three questions: how the vowels of Fangshan dialect affect the acquisition of English vowels and how the consonants of Fangshan dialect affect the acquisition of English consonants.What are the factors contributing to these effects?According to the comparison of three phonetic systems, the author selected 6 target vowels and 9 target consonants to test the subjects' speech.Finally, the recording materials were transferred, collated and analyzed, and combined with the results of the questionnaire survey. The following conclusions were drawn: 1) the vowels in Fangshan dialect have different degrees of negative transfer to the acquisition of English vowels / I / / / vowels / / /The pronunciation habits of Fangshan dialect have no negative effect on the pronunciation of English vowels / /) the pronunciation habits of Fangshan dialect consonants have different degrees of negative migration effect on learning English consonant / / /.The pronunciation habits of Fangshan dialect have no significant effect on the pronunciation errors of local students in English / 胃 /.Similar to the pronunciation errors of other Chinese English learners, the questionnaire survey analyzes the main causes of the above effects from four aspects: the habit of using dialects and the learning of English pronunciation among local students.Local English pronunciation teaching and students' understanding and attitude towards English pronunciation learning. Finally, the author gives some suggestions to improve the problems and shortcomings in various aspects.The implications of this study for English pronunciation teaching are that both teachers and students should pay attention to English phonetic learning.In the teaching of English pronunciation, teachers play an important role. Students should systematically teach the pronunciation knowledge of English pronunciation when they first learn English, and compare the pronunciation patterns and pronunciation positions between Mandarin and dialect phonemes and English phonemes.Focus on confusing phonemes and correct students' pronunciation errors in time.Students should not only learn English pronunciation in class, but also practice and imitate pure English pronunciation with other audio devices.
【學(xué)位授予單位】：中北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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