本文關(guān)鍵詞： 韻律 語塊 口語流利性 二語學(xué)習(xí)者　出處：《中北大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：作為影響二語學(xué)習(xí)者口語流利性最重要的因子之一,韻律特征總是被人們忽視(王軍,2013)。一方面,教師們通常不愿意在課堂上處理韻律問題,因?yàn)轫嵚蓡栴}比較復(fù)雜微妙,不易被學(xué)生掌握,而且關(guān)于韻律的教科書在市面上也不多見。另一方面,盡管二語習(xí)得者從來沒有在課堂上系統(tǒng)地學(xué)習(xí)過韻律學(xué),但他們?cè)趯?shí)際口語產(chǎn)出過程中卻總會(huì)頻繁地下意識(shí)地受到母語韻律帶給他們的各種影響,比如節(jié)奏模式等。本研究旨在調(diào)查二語學(xué)習(xí)者的口語流利性和語塊韻律之間的關(guān)系。旨在解決如下問題:1、二語學(xué)習(xí)者的口語流利性和語塊韻律之間有什么聯(lián)系?2、口語流利性與語塊韻律的相關(guān)程度如何,也就是說韻律與口語流利性的哪一項(xiàng)指標(biāo)最相關(guān),哪一項(xiàng)最不相關(guān)?樣本為隨機(jī)挑選的來自華沙人文社會(huì)科學(xué)大學(xué)Erasmus交換生項(xiàng)目的30名研究生二年級(jí)的學(xué)生,其中女性17名,男性13名,年齡均在25到26之間。實(shí)驗(yàn)要求受試者對(duì)在波蘭學(xué)習(xí)的感受進(jìn)行兩到三分鐘的簡短演講。演講內(nèi)容將會(huì)被錄音,然后用cool Edit Pro 2.1進(jìn)行轉(zhuǎn)寫和數(shù)據(jù)分析。用來測(cè)量口語流利性的變量有十個(gè),且被劃分為三類:時(shí)間性指標(biāo)、語言學(xué)指標(biāo)和表達(dá)性指標(biāo)。對(duì)于語塊的劃分,作者采用了Lewis的劃分方式。此外,作者采用了Grabe的測(cè)量公式對(duì)韻律進(jìn)行了計(jì)算。最后,作者用SPSS對(duì)口語流利性和語塊韻律進(jìn)行了相關(guān)性分析。結(jié)果表明,流利非母語者和不流利非母語者在韻律上的某些特點(diǎn)(如音調(diào))是流利能力的重要方面。并且通過對(duì)非母語者話輪模式影響其流利性與否的考察,肯定了韻律在評(píng)價(jià)流利性時(shí)所起的作用。此外,二語學(xué)習(xí)者的口語流利性和語塊韻律表現(xiàn)出正相關(guān),也就是說,隨著二語學(xué)習(xí)者口語流利性的不斷提高,其語塊表現(xiàn)也在逐步改善。而且,其韻律特性與流利性的時(shí)間性指標(biāo)最為相關(guān)�；谝陨涎芯堪l(fā)現(xiàn),本文對(duì)二語教師應(yīng)該如何使用韻律教學(xué)來提高二語學(xué)習(xí)者的口語流利性提出了一些教學(xué)建議。
[Abstract]:As one of the most important factors affecting the oral fluency of L2 learners, prosodic characteristics are always neglected (Wang Jun / 2013). On the one hand, teachers are usually unwilling to deal with prosodic problems in class. Because prosody problems are complex and subtle, they are not easy for students to master, and there are few textbooks on prosody in the market. On the other hand, although second language learners have never systematically studied prosody in class. However, they are often subconsciously influenced by the prosody of their mother tongue in the process of actual oral production. The purpose of this study is to investigate the relationship between oral fluency and chunky prosody of L2 learners. The purpose of this study is to solve the following question: 1. What is the relationship between L2 learners' oral fluency and chunks' prosody? (2) what is the correlation between oral fluency and chunky prosody, that is to say, which is the most and which is most irrelevant to oral fluency? The sample was randomly selected from 30 second-year graduate students from the Erasmus exchange program of Warsaw University of Humanities and Social Sciences, of whom 17 were women and 13 were men. The subjects were asked to give two to three minutes of short speeches about the experience of learning in Poland. The speech was recorded. Then we use cool Edit Pro 2.1 to translate and analyze the data. There are ten variables used to measure oral fluency, and they are divided into three categories: timeliness index. Linguistic indicators and expressive indicators. For the division of lexical chunks, the author adopts the method of Lewis. In addition, the author calculates the prosody by using the measurement formula of Grabe. The author uses SPSS to analyze the correlation between oral fluency and chunky prosody. The rhythmic characteristics (such as tones) of non-native speakers and non-native speakers are important aspects of fluency. In addition, the oral fluency of L2 learners is positively correlated with chunk prosody, that is, with the improvement of L2 learners' oral fluency. Moreover, its prosodic characteristics are most closely related to the timeliness of fluency, based on the findings above. This paper puts forward some teaching suggestions on how to improve the oral fluency of L2 learners by using prosodic teaching.
【學(xué)位授予單位】：中北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H09

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