本文選題：句重音 + 語篇韻律��； 參考：《延邊大學(xué)》2017年碩士論文

【摘要】：本文采用韻律句群結(jié)構(gòu)模型(Hierarchy of Prosodic Phrase Group),通過感知重音等級(jí)標(biāo)注的方法,在對(duì)比英語母語者和中國(guó)英語學(xué)習(xí)者英語句重音分布的基礎(chǔ)上,重點(diǎn)討論:(1)在句重音及韻律邊界重音的分布上,中國(guó)英語學(xué)習(xí)者與本族語者有何不同?(2)在韻律層級(jí)的分布上,中國(guó)英語學(xué)習(xí)者與本族語者有何不同?本文還運(yùn)用節(jié)奏分析工具(Time Group Analysis)進(jìn)而進(jìn)一步討論(3)在節(jié)奏及時(shí)長(zhǎng)的分布上,中國(guó)英語學(xué)習(xí)者與本族語者有何不同?研究結(jié)果表明,第一:本族語者的強(qiáng)調(diào)重音E2及特別強(qiáng)調(diào)重音E3多分布在實(shí)義詞,弱化重音E0多分布在功能詞而中國(guó)英語學(xué)習(xí)者均缺乏對(duì)弱化重音E0的使用。男性英語學(xué)習(xí)者在功能詞及實(shí)義詞的表達(dá)上多使用無強(qiáng)調(diào)重音E1,而女性英語學(xué)習(xí)者在表達(dá)中過度地使用重音,呈現(xiàn)出性別差異。本族語者的韻律邊界重音分布在韻律短語PPh(Prosodic Phrase)的末尾位置,而中國(guó)英語學(xué)習(xí)者的韻律邊界重音多分布在PPh的起始和中間位置。第二:在韻律層級(jí)劃分上,中國(guó)英語學(xué)習(xí)者相比本族語者,更多的使用韻律短語邊界B3,而缺乏對(duì)呼吸句群邊界B4以及韻律句群邊界B5的使用。第三:本族語者比中國(guó)英語學(xué)習(xí)者的rPVI-C更高,nPVI-V更低。男性英語學(xué)習(xí)者的rPVI-C低于女性。時(shí)長(zhǎng)象限圖的分布,本族語者在短-短象限的分布高于中國(guó)英語學(xué)習(xí)者,此外本族語者在短-長(zhǎng),長(zhǎng)-短象限的分布呈現(xiàn)重讀音節(jié)和非重讀音交替變化。而中國(guó)英語學(xué)習(xí)者多分布在長(zhǎng)-長(zhǎng),長(zhǎng)-短象限,缺乏重讀音節(jié)和非重讀音節(jié)的對(duì)立。時(shí)長(zhǎng)分布圖,本族語者相比英語學(xué)習(xí)者時(shí)長(zhǎng)更長(zhǎng),音強(qiáng)更寬且變化幅度更大。本研究發(fā)現(xiàn)中國(guó)英語學(xué)習(xí)者在句子的朗讀過程中,未能指派正確的句重音,且缺乏對(duì)韻律句群的整體劃分,節(jié)奏呈現(xiàn)音節(jié)節(jié)拍的特點(diǎn)。結(jié)果表明中國(guó)英語學(xué)習(xí)者與本族語者在句重音的分布及節(jié)奏運(yùn)用上存在差異,以上差異源自漢語的負(fù)遷移,使其呈現(xiàn)中介語的特點(diǎn)。
[Abstract]:This paper uses the prosodic phrase group, a prosodic structure model, to compare the distribution of sentence stress between native English speakers and Chinese English learners by using the method of perceptual stress level tagging. (1) what is the difference between Chinese English learners and native speakers in the distribution of sentence stress and prosodic boundary stresses? (2) in the distribution of prosodic levels, what are the differences between Chinese English learners and native speakers? This paper also uses the rhythm analysis tool / time Group Analysis to further discuss the differences between Chinese EFL learners and native speakers in the distribution of Rhythm and Rhythm. The results show that: first, the emphasis E _ 2 and the stress E _ 3 of native speakers are mostly distributed in the real meaning words, and the weakening stress E _ 0 is mostly distributed in the function words, while the Chinese English learners lack the use of the weakening stress E _ 0. Male English learners often use unstressed stress E1 in the expression of functional words and literal words, while female English learners overuse stress in their expressions, showing gender differences. The prosodic boundary stresses of native speakers are located at the end of the prosodic phase, while the prosodic stresses of Chinese EFL learners are located at the beginning and middle of PPH. Second, Chinese EFL learners use the prosodic phrase boundary B3 more often than their native speakers, but they lack the use of breath sentence group boundary B4 and prosodic sentence group boundary B5. Third, native speakers have higher rPVI-C and lower nPVI-V than Chinese English learners. The rPVI-C of male EFL learners was lower than that of females. The distribution of temporal quadrant is higher than that of Chinese English learners in short and short quadrants, in addition, the distribution of native speakers in short to long quadrants and long and short quadrants shows alternating stress and unaccented syllables. Chinese EFL learners are mostly distributed in long-long, long-short quadrants and lack of stress syllables and unstressed syllables. Time distribution shows that native speakers have longer duration, wider tone intensity and greater variation than English learners. The present study finds that Chinese EFL learners fail to assign correct sentence stress in the process of sentence reading and lack the overall division of prosodic sentence groups and the rhythm is characterized by syllable rhythm. The results show that there are differences in the distribution and rhythm of sentence stress between Chinese English learners and native speakers, and the differences are due to the negative transfer of Chinese, which makes them present the characteristics of interlanguage.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H311

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本文編號(hào)：2026788