本文選題：陽(yáng)平 + 上聲��； 參考：《北京大學(xué)》2013年博士論文

【摘要】：陽(yáng)平與上聲是漢語(yǔ)作為第二語(yǔ)言語(yǔ)音習(xí)得與教學(xué)的難點(diǎn)，也是語(yǔ)音習(xí)得研究領(lǐng)域的焦點(diǎn)之一。本文通過(guò)感知實(shí)驗(yàn)、發(fā)音實(shí)驗(yàn)和感知訓(xùn)練實(shí)驗(yàn)考察了美國(guó)學(xué)習(xí)者和泰國(guó)學(xué)習(xí)者漢語(yǔ)普通話陽(yáng)平與上聲的習(xí)得過(guò)程，共有四個(gè)部分：（1）母語(yǔ)者與美國(guó)、泰國(guó)學(xué)習(xí)者陽(yáng)平與上聲的感知研究，包括降升調(diào)和自然調(diào)的感知研究；（2）美國(guó)與泰國(guó)學(xué)習(xí)者陽(yáng)平與上聲的感知訓(xùn)練研究；（3）母語(yǔ)者與美國(guó)、泰國(guó)學(xué)習(xí)者陽(yáng)平與上聲的產(chǎn)出研究；（4）陽(yáng)平與上聲感知與產(chǎn)出的關(guān)系。 實(shí)驗(yàn)主要結(jié)果如下：（1）在母語(yǔ)者感知模式中，拐點(diǎn)位置和終點(diǎn)音高兩個(gè)聲學(xué)線索對(duì)陽(yáng)、上辨認(rèn)都有顯著作用，而且兩者相互制約；拐點(diǎn)位置具有更為強(qiáng)大的制約作用，是陽(yáng)、上感知的關(guān)鍵性聲學(xué)線索，終點(diǎn)音高是非關(guān)鍵性線索，對(duì)陽(yáng)、上辨認(rèn)具有補(bǔ)償性作用；美國(guó)和泰國(guó)學(xué)習(xí)者的陽(yáng)、上感知模式中，終點(diǎn)音高的作用較大，拐點(diǎn)位置的作用較��；較之美國(guó)學(xué)習(xí)者，泰國(guó)學(xué)習(xí)者在兩個(gè)線索的作用機(jī)制上都存在一定的優(yōu)勢(shì)；（2）訓(xùn)練實(shí)驗(yàn)的結(jié)果顯示，短期訓(xùn)練在一定程度上提高了學(xué)習(xí)者陽(yáng)、上兩個(gè)聲學(xué)線索的作用，但是因?yàn)橛?xùn)練的時(shí)間有限，，所以陽(yáng)、上兩個(gè)線索的作用機(jī)制學(xué)習(xí)者最終未能獲得；合成調(diào)的訓(xùn)練有助于自然調(diào)訓(xùn)練的提高；六次訓(xùn)練的顯著提高集中在訓(xùn)練的后半段，這說(shuō)明充分的輸入是語(yǔ)音習(xí)得的關(guān)鍵；聽(tīng)感訓(xùn)練中的視覺(jué)刺激（反饋）可以幫助學(xué)習(xí)者提高對(duì)陽(yáng)、上聲學(xué)及音位特征的獲得；（3）母語(yǔ)者產(chǎn)出實(shí)驗(yàn)的結(jié)果顯示，單字陽(yáng)平和上聲的音高曲線走勢(shì)存在顯著差異；雙字調(diào)的聲學(xué)分析說(shuō)明在語(yǔ)流中前字和后字陽(yáng)、上受協(xié)同發(fā)音作用的影響，起點(diǎn)和終點(diǎn)都發(fā)生了高低變化，但是陽(yáng)、上的拐點(diǎn)位置都未發(fā)生前后維度上太大的變化，這表明從聲學(xué)角度看，拐點(diǎn)位置也是區(qū)分陽(yáng)、上最為重要的聲學(xué)特征；學(xué)習(xí)者產(chǎn)出實(shí)驗(yàn)的結(jié)果顯示，單字陽(yáng)平與上聲的音高曲線走勢(shì)有一定程度的相似性，與母語(yǔ)者的差異主要表現(xiàn)在拐點(diǎn)位置前后的不同上；雙字陽(yáng)、上的聲學(xué)結(jié)果發(fā)現(xiàn)，在語(yǔ)流中受協(xié)同發(fā)音作用的影響，學(xué)習(xí)者陽(yáng)、上的起點(diǎn)和終點(diǎn)也有高低變化，但是高低順序與母語(yǔ)者仍然存在差異，這表明學(xué)習(xí)者尚未掌握語(yǔ)流中“相對(duì)音高”的聲調(diào)模式；泰國(guó)學(xué)習(xí)者陽(yáng)、上的產(chǎn)出也表現(xiàn)出一定的優(yōu)勢(shì)；（4）本實(shí)驗(yàn)陽(yáng)、上的感知與產(chǎn)出存在較好的對(duì)應(yīng)關(guān)系，但也有其復(fù)雜性。 本文的實(shí)驗(yàn)結(jié)果支持感知同化模型（PAM）理論，同時(shí)還驗(yàn)證和補(bǔ)充了線索權(quán)衡假說(shuō)（CWM），以及豐富了陽(yáng)、上感知和產(chǎn)出的研究成果，并根據(jù)實(shí)驗(yàn)的結(jié)果為陽(yáng)、上教學(xué)與習(xí)得提供了更有針對(duì)性的建議。
[Abstract]:Yangping and Shangsheng are not only the difficulties in the acquisition and teaching of Chinese as a second language, but also one of the focal points in the field of phonetic acquisition. This paper investigates the acquisition of Yangping and Shangsheng by American learners and Thai learners through perceptual experiments, pronunciation experiments and perceptual training experiments. There are four parts: (1) Native speakers and Americans; Thai learners' perception of Yangping and Shangsheng, including the perception of descending and natural tones; (2) the cognitive training of American and Thai learners of Yangping and Shangsheng; (3) native speakers and the United States, Thai learners of Yangping and Shangsheng; (4) the relationship between Yangping and Shangsheng perception and output. The main results are as follows: (1) in the native speakers' perception model, two acoustic cues, inflection point position and final pitch, play a significant role in the recognition of yang, and both of them are mutually restricted. The key acoustic clue of upper perception is that the final pitch is a non-critical clue and compensatory to the yang and the upper recognition, in the upper perception mode of American and Thai learners, the effect of the final pitch is greater than that of the inflexion position. Compared with American learners, Thai learners have some advantages in the mechanism of action of the two cues. (2) the results of the training experiments show that short-term training improves the role of the two acoustical cues to some extent. However, because of the limited training time, the learners of the action mechanism of the above two clues were unable to obtain it; the training of the synthetic tone contributed to the improvement of the natural tone training; and the significant improvement of the six training sessions was concentrated in the second half of the training. This shows that adequate input is the key to phonological acquisition, and that visual stimulation (feedback) in auditory training can help learners improve their acquisition of positive, upper acoustic and phonological characteristics. (3) the results of native speakers' output experiments show that: 1. There are significant differences in pitch curve between single word Yangping and upper voice. The acoustic analysis of double tone shows that in the flow of words, the front and back characters are affected by the synergistic pronunciation, the starting point and the end point are all changed, but Yang, The inflexion position is not changed too much before and after, which indicates that the inflection point position is also the most important acoustic feature in distinguishing yang from the acoustical point of view, and the result of the learner's output experiment shows that, The trend of pitch curve of single word Yangping and Shangsheng is similar to a certain degree, and the difference with native speakers is mainly reflected in the different position before and after the inflection point, the acoustical results of double word positive, on the other hand, have found that they are influenced by synergistic pronunciation in the flow of speech. However, there are still differences between the high and low order and the native speakers, which indicates that the learners have not grasped the "relative pitch" tone pattern in the language stream. The upper output also shows some advantages. (4) in this experiment, there is a good relationship between the perception and the output, but it also has its complexity. The experimental results support the theory of perceptual assimilation model (PAM), verify and supplement the cue-tradeoff hypothesis (CWM), and enrich the research results of yang, upper perception and output. Teaching and acquisition provide more targeted suggestions.
【學(xué)位授予單位】：北京大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H19

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