【摘要】：準(zhǔn)確的英文表達(dá)在成功交際中具有關(guān)鍵作用。因此,英語(yǔ)語(yǔ)音習(xí)得對(duì)于中國(guó)英語(yǔ)學(xué)習(xí)者非常重要。隨著第二語(yǔ)言習(xí)得研究的深入,母語(yǔ)在外語(yǔ)教學(xué)及習(xí)得中的作用受到了越來(lái)越多的關(guān)注。因?yàn)樵谥袊?guó),存在各種各樣的方言,因此,有必要研究方言對(duì)中國(guó)學(xué)生在英語(yǔ)語(yǔ)音學(xué)習(xí)中的影響。 本篇論文主要研究朝陽(yáng)方言對(duì)當(dāng)?shù)刂袑W(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)的影響,目的在于促進(jìn)當(dāng)?shù)氐挠⒄Z(yǔ)教學(xué)及英語(yǔ)學(xué)習(xí)。同時(shí)也希望通過此篇論文,引起人們對(duì)對(duì)比分析在二語(yǔ)習(xí)得中的作用的重新認(rèn)識(shí)及重視。 基于對(duì)比分析及社會(huì)語(yǔ)言學(xué)的相關(guān)理論,本文首先對(duì)比英語(yǔ)、普通話及朝陽(yáng)方言語(yǔ)音系統(tǒng)的異同。隨后,作者預(yù)測(cè)朝陽(yáng)地區(qū)中學(xué)生英語(yǔ)語(yǔ)音學(xué)習(xí)中可能遇到的困難,并提出兩個(gè)假設(shè)。第一個(gè)假設(shè)是朝陽(yáng)地區(qū)中學(xué)生學(xué)習(xí)英語(yǔ)半高、前、半閉、松、非圓唇元音／e／,次低、前、次開、松、非圓唇元音／ai／和雙元音／ai／時(shí),發(fā)生負(fù)遷移現(xiàn)象。朝陽(yáng)地區(qū)中學(xué)生傾向于用朝陽(yáng)方言中的半低、前、半開、松、非圓唇元音ê代替英語(yǔ)中的單元音／e／、／(?)／及雙元音／ai／。第二個(gè)假設(shè)是朝陽(yáng)地區(qū)中學(xué)生學(xué)習(xí)英語(yǔ)半元音／w／及唇齒摩擦音／v／時(shí),發(fā)生負(fù)遷移現(xiàn)象。朝陽(yáng)地區(qū)中學(xué)生通常不能正確區(qū)分它們倆之間的差別,像朝陽(yáng)方言中的發(fā)音一樣,彼此互相替代。 為了驗(yàn)證這兩個(gè)假設(shè),作者對(duì)遼寧省朝陽(yáng)市一所中學(xué)的21名學(xué)生的漢語(yǔ)及英語(yǔ)發(fā)音進(jìn)行了錄音。這些實(shí)驗(yàn)對(duì)象都是按照一定的標(biāo)準(zhǔn)挑選出來(lái)的,包括10名男生及11名女生。錄音材料包括漢語(yǔ)及英語(yǔ)兩部分。結(jié)果表明,所有受試者的英語(yǔ)單元音／e／和／(?)/內(nèi)發(fā)音均不正確,另有56%的受試者將英語(yǔ)雙元音／ai／發(fā)成了單元音,而沒有任何舌位的滑動(dòng)。通過SPSS檢驗(yàn),受試者英語(yǔ)元音/e,ae,ai/的發(fā)音和朝陽(yáng)方言中的韻母ê的發(fā)音沒有區(qū)別。因此,第一個(gè)假設(shè)得到證實(shí),朝陽(yáng)地區(qū)的學(xué)生確實(shí)將當(dāng)?shù)胤窖詥雾嵞竵龅陌l(fā)音遷移到了英語(yǔ)元音／e,(?),ai／的語(yǔ)音學(xué)習(xí)中。 在英語(yǔ)半元音／w／和唇齒摩擦音／v／的發(fā)音方面,66%的受試者將／w／發(fā)成／v／,61%的受試者將／v／發(fā)成／w／,表明,大多數(shù)的測(cè)試者將／w／與／v／混淆,恰好符合其在當(dāng)?shù)胤窖灾械陌l(fā)音習(xí)慣。 因此,作者先前提出的兩個(gè)假設(shè)均得到了證實(shí)。本次調(diào)查也再次證明了對(duì)比分析理論的解釋和于預(yù)測(cè)功能。
[Abstract]:Accurate English expression plays a key role in successful communication. Therefore, English pronunciation acquisition is very important for Chinese English learners. With the development of second language acquisition, more and more attention has been paid to the role of mother tongue in foreign language teaching and acquisition. Because there are various dialects in China, it is necessary to study the influence of dialects on Chinese students' English pronunciation. The purpose of this thesis is to promote English teaching and learning in Chaoyang dialect. At the same time, it is hoped that through this thesis, people will pay more attention to the role of contrastive analysis in second language acquisition. Based on contrastive analysis and sociolinguistic theories, this paper first compares the phonetic systems of English, Putonghua and Chaoyang dialects. Then, the author predicts the difficulties that the middle school students may encounter in their English pronunciation learning in Chaoyang area, and puts forward two hypotheses. The first hypothesis is that negative migration occurs when middle school students in Chaoyang area learn English semi-high, anterior, semi-closed, loose, non-circular lip vowel / ep, sub-low, anterior, secondary, loose, non-circular vowel / ai/ and divowel / ai/. Middle school students in Chaoyang area tend to use semi-low, front, half open, loose, non-circular vowel vowels in Chaoyang dialect instead of unit / err / (?) / and divowel / ai/. in English. The second hypothesis is that negative transfer occurs when middle school students in Chaoyang area learn English semitowel / w/ and lip teeth friction / v/. The middle school students in Chaoyang usually can not correctly distinguish the difference between them, like the pronunciation of Chaoyang dialect, they replace each other. To test these hypotheses, the author recorded the pronunciation of Chinese and English in 21 students from a middle school in Chaoyang City, Liaoning Province. The subjects were selected according to certain criteria, including 10 boys and 11 girls. The recording materials include Chinese and English. The results showed that all subjects' English unit sounds / e/ and / (?) / intonation were incorrect, and 56% of the subjects uttered English divowels / ai/ into unit sounds without any tongue sliding. By SPSS test, there is no difference between the pronunciation of vowel and vowel in Chaoyang dialect and the pronunciation of vowel in Chaoyang dialect. Therefore, the first hypothesis is confirmed that students in Chaoyang do transfer the pronunciations of the local dialect single vowel to English vowel / e, (?), ai/ phonetic learning. In English semitowel / w/ and lip friction / v-pronunciations, 66% of the subjects would / w/ vr.61% of the subjects would / v/ w /%, indicating that most of the subjects confused / w/ with / v/. It fits in with its pronunciation habits in local dialects. Therefore, the two hypotheses previously proposed by the author have been confirmed. This survey also proves the function of contrastive analysis theory in interpretation and prediction.
【學(xué)位授予單位】：天津科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G633.41;H17

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