【摘要】：外語語音習得受到各種語言因素和非語言因素的影響。很多研究表明音樂和語言之間存在很多的共同之處,并且還指出音樂和語言可能共享大腦處理機制。受此啟發(fā),一些外國學者開始關注音樂能力和外語(二語)習得能力之間的關系,并取得了一些成果。國外學者的研究對象跟我國學生大有不同,我國學生大多是以漢語為母語,英語作為外語來學習的。并且我國擁有著大量的英語學習者。然而,我國的相關研究卻少之又少。因此,本研究以中國的大學生為調查對象,嘗試探討音樂能力與英語語音能力之間的關系,旨在彌補我國在這方面上的研究不足。本研究一共進行了三種測試和一項關于個人音樂經歷的調查問卷。三種測試分別是:音樂能力測試,接受性英語語音能力測試和產出性英語語音能力測試。音樂能力測試采用的是美國著名音樂教育家戈登編寫的《高級音樂聽想測試》。兩種語音能力測試和調查問卷都是研究者本人根據相關資料設計而成。所以,為了確保其信度和效度,都對其進行了項目分析,信度和效度分析。結果顯示,測試題與問卷都具有很好的鑒別度,信度和效度。之后,用SPSS17.0對數(shù)據進行相關分析和回歸分析得出研究結果。此研究共有三個主要的發(fā)現(xiàn)。第一,音樂能力與接受性英語語音能力具有相關性,并且會對接受性英語語音能力產生直接的影響。第二,音樂能力與產出性英語語音能力顯著相關,并且音樂能力對產出性英語語音能力顯示出更為直接的影響。第三,音樂能力與音樂經歷高度相關,音樂經歷會對音樂能力具有明顯的影響作用。本研究結果具有理論上和教學上兩方面的啟示。理論上,此研究再次證明個人音樂能力會影響英語語音能力。鑒于此,是否可以考慮將音樂能力納入影響外語(二語)習得的個人差異因素中。教學上,此研究能啟發(fā)中國的家長和學校重視對孩子的音樂教育和英語語音教育。此外,為英語語音教學提供一個新思路,即英語教師可以借助音樂來幫助學生提高英語語音能力。
[Abstract]:Foreign language phonetic acquisition is influenced by various linguistic and non-linguistic factors. Many studies have shown that music and language have much in common and that music and language may share brain processing mechanisms. Inspired by this, some foreign scholars begin to pay attention to the relationship between musical ability and foreign language (second language) acquisition ability, and have made some achievements. The research object of foreign scholars is quite different from that of Chinese students, most of whom learn Chinese as their mother tongue and English as a foreign language. And China has a large number of English learners. However, there are very few related studies in China. Therefore, this study attempts to explore the relationship between musical ability and English phonological ability in order to make up for the lack of research in this field. This study conducted three tests and a questionnaire on personal music experience. The three tests are: musical proficiency Test, receptive English Phonetics Test and output English phonological proficiency Test. The music ability test is based on the Advanced Music listening Test written by the famous American music educator Gordon. Two kinds of phonological ability tests and questionnaires were designed by the researchers themselves according to the relevant data. In order to ensure its reliability and validity, item analysis, reliability and validity analysis are carried out. The results show that both the test questions and the questionnaire have good discriminations, reliability and validity. After that, the correlation analysis and regression analysis of the data with SPSS17.0 are used to get the research results. There are three main findings in this study. First, the musical ability is correlated with the receptive English phonological ability and has a direct effect on the receptive English phonetic ability. Secondly, the musical ability is significantly related to the productive English phonological ability, and the musical ability has a more direct effect on the productive English phonetic ability. Thirdly, musical ability is highly related to musical experience, and musical experience has obvious influence on musical ability. The results of this study have both theoretical and pedagogical implications. In theory, this study proves once again that personal musical ability affects English phonetic ability. In view of this, we should consider whether to incorporate musical ability into individual differences affecting foreign language (second language) acquisition. In teaching, this research can inspire Chinese parents and schools to pay attention to music education and English phonetic education. In addition, it provides a new idea for English phonetics teaching, that is, English teachers can help students improve their English pronunciation ability with the help of music.
【學位授予單位】：華北電力大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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