本文選題：語(yǔ)音習(xí)得 + 關(guān)鍵期�。� 參考：《陜西師范大學(xué)》2013年博士論文

【摘要】：本文要解決的研究課題,是為英語(yǔ)為母語(yǔ)、開(kāi)始習(xí)得漢語(yǔ)的年齡超過(guò)“關(guān)鍵期”的加拿大學(xué)生,在多元文化的語(yǔ)境中,建立一個(gè)現(xiàn)代漢語(yǔ)語(yǔ)音的成功習(xí)得與教學(xué)框架。本文認(rèn)為加拿大漢語(yǔ)語(yǔ)音教學(xué)的重點(diǎn)是要解決兩個(gè)問(wèn)題：母語(yǔ)遷移和文化沖突。 年齡越大學(xué)習(xí)一門外語(yǔ)或方言口音越重,這是語(yǔ)言學(xué)習(xí)關(guān)鍵期假說(shuō)的核心論點(diǎn)。口音和年齡有很大的關(guān)系,但二語(yǔ)語(yǔ)音研究成果,并不足以證明成年人學(xué)習(xí)外語(yǔ)語(yǔ)音全無(wú)優(yōu)勢(shì)。本文的研究證實(shí),成年人沒(méi)有喪失語(yǔ)言學(xué)習(xí)能力,口音的形成,是因?yàn)槌扇四刚Z(yǔ)已經(jīng)有固定的語(yǔ)音系統(tǒng),限制了外語(yǔ)語(yǔ)音的發(fā)展和進(jìn)步。母語(yǔ)使用得越多,口音越重。使用適當(dāng)?shù)膶W(xué)習(xí)策略,在不同的學(xué)習(xí)階段對(duì)母語(yǔ)遷移因時(shí)利導(dǎo),成功習(xí)得標(biāo)準(zhǔn)的現(xiàn)代漢語(yǔ)語(yǔ)音是完全可能的。多元文化語(yǔ)境,是加拿大學(xué)生習(xí)得漢語(yǔ)語(yǔ)音的獨(dú)特之處,對(duì)漢語(yǔ)語(yǔ)音的習(xí)得起到一種促進(jìn)作用。很多學(xué)生母語(yǔ)是雙語(yǔ),或在習(xí)得漢語(yǔ)之前就已經(jīng)習(xí)得了另一門外語(yǔ),積累了一定的外語(yǔ)學(xué)習(xí)經(jīng)驗(yàn)和語(yǔ)言學(xué)知識(shí),在語(yǔ)音感知、發(fā)音的清晰程度等方面有明顯的優(yōu)勢(shì)。 本文的研究在二語(yǔ)語(yǔ)音習(xí)得理論的框架中進(jìn)行,以加拿大西安大略大學(xué)修讀中文課程的學(xué)生為研究對(duì)象,吸收語(yǔ)言學(xué)和應(yīng)用語(yǔ)言學(xué)的多項(xiàng)理論研究成果,從教學(xué)和測(cè)試中提取語(yǔ)料。研究?jī)?nèi)容包括： (1)動(dòng)態(tài)考察不同階段學(xué)生的中介語(yǔ)語(yǔ)音,結(jié)合漢英兩種語(yǔ)音系統(tǒng)的相似性與差異的靜態(tài)比較,描繪英語(yǔ)為母語(yǔ)的加拿大學(xué)生在大學(xué)階段習(xí)得漢語(yǔ)語(yǔ)音的難點(diǎn),及各學(xué)習(xí)階段的特點(diǎn),發(fā)現(xiàn)容易習(xí)得、先習(xí)得以及相對(duì)較難、較晚習(xí)得的語(yǔ)言項(xiàng),并排序。 (2)從母語(yǔ)遷移、年齡、學(xué)習(xí)策略等方面考察影響漢語(yǔ)語(yǔ)音習(xí)得的因素,比較成功和普通學(xué)習(xí)者在學(xué)習(xí)策略、母語(yǔ)遷移、中介語(yǔ)語(yǔ)音偏誤等方面的差異,分析學(xué)習(xí)策略與學(xué)生漢語(yǔ)語(yǔ)音水平之間的關(guān)系。 (3)考察加拿大多元文化社會(huì)與語(yǔ)言環(huán)境,及雙語(yǔ)與多語(yǔ)的教學(xué)對(duì)漢語(yǔ)語(yǔ)音習(xí)得的促進(jìn)和影響。 (4)考察口音和可懂度的關(guān)系,發(fā)現(xiàn)影響可懂度的漢語(yǔ)語(yǔ)音音素。對(duì)語(yǔ)音習(xí)得的成功個(gè)案進(jìn)行考察、比較,總結(jié)成功學(xué)習(xí)者的共同特點(diǎn),探討有效的課堂教學(xué)等手段,幫助學(xué)生達(dá)成使用可懂或標(biāo)準(zhǔn)的漢語(yǔ)語(yǔ)音與人交際的學(xué)習(xí)目標(biāo)。 本文的研究通過(guò)語(yǔ)音測(cè)試獲得實(shí)證數(shù)據(jù),采用問(wèn)卷調(diào)查跟蹤學(xué)生習(xí)得過(guò)程：橫向比較成功習(xí)得個(gè)案的共同點(diǎn),及成功個(gè)案和群案之間在學(xué)習(xí)策略、語(yǔ)音偏誤、習(xí)得難點(diǎn)等方面的差異。研究主要得出這樣一些結(jié)論： (1)學(xué)生在初學(xué)階段普遍發(fā)生母語(yǔ)遷移。漢語(yǔ)和英語(yǔ)在音位上有很大的相似性,早期的遷移能夠幫助學(xué)生較快地掌握漢語(yǔ)語(yǔ)音音位。相似性所導(dǎo)致的口音一般不會(huì)影響可懂度。在較高的學(xué)習(xí)階段,分辨相似音克服語(yǔ)言干擾是獲得純正語(yǔ)音的關(guān)鍵。教學(xué)中對(duì)母語(yǔ)遷移要分階段對(duì)待,因時(shí)利導(dǎo)。 (2)語(yǔ)言學(xué)習(xí)策略,特別是補(bǔ)償策略和元認(rèn)知策略的適當(dāng)使用,能夠幫助學(xué)生在口音形成之初避免“化石化”而習(xí)得標(biāo)準(zhǔn)語(yǔ)音。 (3)口音并不一定對(duì)可懂度產(chǎn)生影響。大多數(shù)因音位的相似而形成的口音不影響正常交流,特別是母語(yǔ)都為英語(yǔ)的漢語(yǔ)學(xué)習(xí)者之間的交流。聲調(diào)是影響可懂度的唯一重要的因素,因而漢語(yǔ)教學(xué)的重點(diǎn)未必是所有的語(yǔ)音難點(diǎn),而應(yīng)該是聲調(diào)教學(xué)。 (4)加拿大多元文化政策的推動(dòng),對(duì)其他民族文化和語(yǔ)言的尊重和欣賞,孕育了學(xué)習(xí)漢語(yǔ)的良好環(huán)境。語(yǔ)音習(xí)得,人們往往過(guò)分強(qiáng)調(diào)年齡的重要,而忽略了社會(huì)因素。在雙語(yǔ)或多語(yǔ)環(huán)境中生長(zhǎng)的學(xué)生,雖然超過(guò)“關(guān)鍵期”,但對(duì)語(yǔ)音比單語(yǔ)環(huán)境中生長(zhǎng)的學(xué)生更為敏感,學(xué)生習(xí)得標(biāo)準(zhǔn)漢語(yǔ)語(yǔ)音并非遙不可及。 本文的研究從理論上對(duì)語(yǔ)言習(xí)得關(guān)鍵期假說(shuō)、對(duì)比分析、偏誤分析等學(xué)說(shuō)進(jìn)行了補(bǔ)充和完善,將可懂度的研究從以往對(duì)障礙人士或機(jī)器的測(cè)試,擴(kuò)展到中介語(yǔ)語(yǔ)音的研究中來(lái),這對(duì)二語(yǔ)語(yǔ)音理論研究和教學(xué)是一大貢獻(xiàn)。在教學(xué)實(shí)踐上,本文對(duì)成功習(xí)得個(gè)案與群案的比較,從母語(yǔ)遷移、文化社會(huì)環(huán)境等角度,綜合分析和考察成功習(xí)得漢語(yǔ)語(yǔ)音的“秘訣”,總結(jié)有效的漢語(yǔ)語(yǔ)音習(xí)得規(guī)律與教學(xué)方案,為復(fù)雜的語(yǔ)言文化環(huán)境中的漢語(yǔ)語(yǔ)音習(xí)得和有效的課堂教學(xué)提供參考。
[Abstract]:In the context of multi - culture , a successful acquisition and teaching framework of modern Chinese speech is set up in the context of multi - culture . The emphasis of Chinese phonetic teaching in Canada is to solve two problems : mother tongue migration and cultural conflict .

The more the age is , the more important it is to learn a foreign language or dialect , it is the core of the key period hypothesis of language learning . The study of this paper proves that adults do not have the ability to learn foreign language .

The research of this paper is carried out in the framework of the two - language phonetic acquisition theory , which takes the students of the Chinese course at the University of Western Ontario in Canada as the object of study , absorbs linguistic and applied linguistics , and extracts the corpus from the teaching and testing . The research content includes :

( 1 ) According to the static comparison of the similarities and differences between Chinese and English voice systems , the difficulty of learning Chinese speech by Canadian students in English as their mother tongue and the characteristics of each learning stage are studied . It is found that it is easy to learn , first learn , and relatively difficult , the later learned language items , and sort .

( 2 ) From the aspects of mother tongue migration , age , learning strategy and so on , the factors influencing Chinese pronunciation acquisition were studied , and the relationship between learning strategies and Chinese phonetic proficiency was analyzed .

( 3 ) To examine the Canadian multicultural society and the language environment , as well as the promotion and influence of bilingual and multilingual teaching on Chinese voice acquisition .

( 4 ) To investigate the relationship between accent and intelligibility , and find the Chinese Phonetics which affect intelligibility . The successful cases of speech acquisition are investigated and compared , the common characteristics of successful learners are summarized , effective classroom teaching and other means are explored to help students reach the learning objectives of using intelligible or standard Chinese voice and human communication .

In this paper , we obtain the empirical data from the voice test , and follow the questionnaire to track the students ' acquisition process : compare the common points of successful acquisition cases , and the differences between successful cases and group cases in learning strategies , pronunciation bias and acquisition difficulties . The study mainly draws some conclusions :

( 1 ) The students ' native language transfer generally occurs at the beginning of the study . Chinese and English have great similarities in the phoneme . Early migration can help students master the pronunciation of Chinese speech faster . In the higher learning stage , distinguishing similar sounds is the key to obtaining pure speech . In the teaching , the transfer of mother tongue is to be dealt with in a phased manner .

( 2 ) The proper use of language learning strategies , especially the compensation strategies and the meta - cognitive strategies , can help students to avoid " fossil " in the beginning of accent formation to acquire standard speech .

( 3 ) The accent does not necessarily have an impact on intelligibility . Most of the tones formed due to the similarity of the phoneme do not affect the normal communication , especially the communication between Chinese learners whose native language is English . The tone is the only important factor affecting the intelligibility . Therefore , the focus of Chinese teaching is not necessarily all the speech difficulties , but should be the tone teaching .

( 4 ) The promotion of Canada ' s multicultural policy , respect and appreciation of other ethnic cultures and languages , gave birth to a good environment for learning Chinese . As a result , people tend to overstress the importance of age and neglect social factors . Students who are growing in a bilingual or multilingual environment are more sensitive to speech than students who grow in a single - language environment .

This paper supplements and perfects the theories of language acquisition , such as hypothesis , comparative analysis and error analysis , and makes the research of the degree of intelligibility from previous tests of obstacles or machines to the research of interlanguage voice . This paper makes a comprehensive analysis and study of the " secret " of successful acquisition of Chinese speech from the perspectives of language transfer , cultural social environment and so on , summarizes the effective Chinese phonetic acquisition laws and teaching schemes , and provides reference for the Chinese pronunciation acquisition and effective classroom teaching in complex language cultural environment .
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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