國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	鄧欣怡 Hsin-yi Teng
論文名稱：	中國學生在英文鬆緊母音上發音問題之研究 Chinese students' performance in the pronunciation of English tense and lax vowels
指導教授：	李櫻 Li, Ing
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2002
畢業學年度：	91
語文別：	英文
論文頁數：	84
中文關鍵詞：	鬆緊母音、區別特徵、語音環境、音位限制、雙母音不完全、刪除、重音的顯著性
英文關鍵詞：	tense and lax vowels, distincitve feature, phonetic environment, scope of the task, phonotactic constraint, lack of diphthongization, deletion, prominence of stress
論文種類：	學術論文
相關次數：	點閱：934 下載：65
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

摘要
本研究旨在探討中國學生在英文鬆緊母音（tense and lax vowels）上的表現。中國學生因為母語之語音系統與英語語音系統在語音區別特徵（distinctive feature）上不同，因此在學習英語發音時，容易忽略在母音之語音系統中所缺乏的發音特徵。
本研究以實驗方式實際進行五十位中國學生在英文鬆緊母音上表現之觀察。實驗所使用之朗讀文本取材自國中英文第三冊，包含二十個單字、五句單句以及一篇短段落。朗讀文本的設計以兩個面向為主軸：一為語音環境（phonetic environment）；一為出現環境的大小（the scope of the task）。
經過統計分析的資料顯示這兩個面向確實對中國學生在英文鬆緊母音之表現上有顯著影響。此外。此二者間亦存在有相關性。不過這兩個因素對受試者在緊母音及鬆母音表現上的影響恰恰是相反的。
除了這兩個因素以外，尚有其他原因左右受試者的表現，如母語的音位限制（phonotactic constraint），雙母音的表現不完全（lack of diphthongization），重音的顯著性（prominence of stress），刪除（deletion），以及對單字發音的認知錯誤（false recognition of the word’s original pronunciation）。
本研究的最後一個章節並提供教學上的建議及未來進一步研究可行的方向。

Abstract
This study investigates Chinese subjects’ performance in the pronunciation of eight English tense and lax vowels, namely, /i/ and /0/, /e/ and /G/, /u/ and /U/, as well as /o/ and /C/.
An empirical experiment is conducted to collect real data from fifty Chinese subjects. The instrument applied is an oral reading text, including a wordlist containing twenty single words, five sentences, and a short passage. The design of the text is based on two major dimensions: one is the phonetic environment, and the other is the scope of the task.
Data collected from the investigation shows that the phonetic environment and the scope of the task have significant impacts on the subjects’ error rates of the eight vowels. What is more, a correlation is also observed between the two factors. Nevertheless, the effects these two dimensions have on the four tense vowels are contrary to the effects they have on the four lax vowels.
In addition to the phonetic environment and the size of the task, other factors are perceived to influence the subjects’ performance of the eight vowels, such as phonotactic constraint from L1, lack of diphthongization, prominence of stress, deletion, and subjects’ false recognition of the word’s original pronunciation.
Lastly, pedagogical implications and suggestion for further research are provided in the final chapter of this study.

TABLE OF CONTENTS
CHINESE ABSTRACT………………………………………………………………..i
ENGLISH ABSTRACT……………………………………………………………….ii
ACKNOWLEDGEMENT……………………………………………………………iii
TABLE OF CONTENTS…………………………………………………………… .iv
LIST OF TABLES…………………………………………………………………...vii
Chapter One  Introduction…………………………………………………………1
1.1 Motivation and Goals…………………………………………………………...1
1.2 Methodology……………………………………………………………………2
1.3 Organization of the Thesis……………………………………………………...3
Chapter Two  Review of the Literature……………………………………………5
  2.1 Contrastive Analysis……………………………………………………………5
  2.2 Phonological System of English………………………………………………..6
  2.3 Phonological System of Mandarin……………………………………………...8
  2.4 Phonological System of Southern Min………………………………………….9
  2.5 Studies on Chinese Students’ Errors in Tense and Lax English Vowels………10
    2.5.1 Huang (1983)……………………………………………………………11
    2.5.2 Chen (1999)………………………………………………………………11
    2.5.3 Dai (2000)………………………………………………………………...12
    2.5.4 Chung (1991)……………………………………………………………...16
    2.5.5 Summary………………………………………………………………….17
Chapter Three  Methodology……………………………………………………..18
  3.1 Subjects………………………………………………………………………..18
    3.1.1 Personal Data……………………………………………………………...18
3.1.2 English Learning Experience……………………………………………..21
  3.2 Instrument……………………………………………………………………..23
  3.3 Procedure………………………………………………………………………25
  3.4 Data Analysis………………………………………………………………….26
Chapter Four  Results and Discussion…………………………………………...28
  4.1 Tense and Lax Vowels in General……………………………………………..28
    4.1.1 /i/ and /0/…………………………………………………………………..31
    4.1.2 /e/ and /G/………………………………………………………………….35
    4.1.3 /u/ and /U/………………………………………………………………….39
    4.1.4 /o/ and /C/………………………………………………………………….42
    4.1.5 Discussion………………………………………………………………...45
  4.2 Tense and Lax Vowels in Wordlist (single word), Sentence, and Passage…….50
    4.2.1 /i/ and /0/…………………………………………………………………..50
    4.2.2 /e/ and /G/………………………………………………………………….52
    4.2.3 /u/ and /U/………………………………………………………………….55
    4.2.4 /o/ and /C/………………………………………………………………….58
    4.2.5 Discussion………………………………………………………………...60
  4.3 Other Factors Affecting the Subjects’ Performances in Tense and Lax Vowels
………………………………………………………………………………..62
    4.3.1 Phonotactic Constraint from L1…………………………………………..62
    4.3.2 Lack of Diphthongization…………………………………………………63
    4.3.3 Prominence of Stress……………………………………………………...64
    4.3.4 Deletion…………………………………………………………………...65
    4.3.5 False Recognition of the Word’s Original Pronunciation………………...65
  4.4 Summary………………………………………………………………………66
Chapter Five  Conclusion…………………………………………………………69
  5.1 The Main Findings…………………………………………………………….69
  5.2 Pedagogical Implication……………………………………………………….70
  5.3 Limitations and Suggestions for Further Study………………………………..73
REFERENCES…………………………………………………………………….75
APPENDIX…………………………………………………………………..80
LIST OF TABLES
Table 2.1 English simple vowels………………………………………………………7
Table 2.2 Mandarin simple vowels…………………………………………………….9
Table 2.3 Southern Min simple vowels………………………………………………10
Table 3.1 Distribution of the subjects’ age…………………………………………...18
Table 3.2 The birthplaces of the subjects…………………………………………….19
Table 3.3 The subjects’ mother tongues……………………………………………...19
Table 3.4 The subject’s use of dialect(s) at home…………………………………….20
Table 3.5 The dialect used between the subjects’ parents……………………………20
Table 3.6 English learning experience before junior high school……………………21
Table 3.7 Environment for English learning…………………………………………21
Table 3.8 Sources of modeling for English learning besides school teachers………22
Table 3.9 Familiarity with the phonetic symbols…………………………………….23
Table 4.1 Words with the target vowels in the wordlist……………………………...29
Table 4.2 Words with the target vowels in the sentences………………………….…30
Table 4.3 Words with the target vowels in the passage...………………………….…30
Table 4.4 The error rates of /i/ in different phonetic environments…………………..31
Table 4.5 The error rates of /0/ in different phonetic environments…………………..33
Table 4.6 The error rates of /e/ in different phonetic environments…………...……..35
Table 4.7 The error rates of /G/ in different phonetic environments………………..37
Table 4.8 The error rates of /u/ in different phonetic environments………………..39
Table 4.9 The error rates of /U/ in different phonetic environments………………..40
Table 4.10 The error rates of /o/ in different phonetic environments………………42
Table 4.11 The error rates of /C/ in different phonetic environments………………44
Table 4.12 The error rates of /i/ in the wordlist, sentence, and passage……………50
Table 4.13 The error rates of /0/ in the wordlist, sentence, and passage……………51
Table 4.14 The error rates of /e/ in the wordlist, sentence, and passage……………52
Table 4.15 The error rates of /G/ in the wordlist, sentence, and passage……………54
Table 4.16 The error rates of /u/ in the wordlist, sentence, and passage……………55
Table 4.17 The error rates of /U/ in the wordlist, sentence, and passage……………57
Table 4.18 The error rates of /o/ in the wordlist, sentence, and passage……………58
Table 4.19 The error rates of /C/ in the wordlist, sentence, and passage……………59
                                

References
Bernstein, N. E. (1982). An acoustic study of mother’s speech to language learning children: An analysis of vowel articulation characteristic. Ann Arbor, MI: UMI.
Castle, W. E. (1964). The effect of selective narrow-band filtering on the perception of certain English vowels. Hague: Mouton.
Celce-Murcia, M., Briton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. New York: Cambridge University Press.
陳美璉 [Chen, M. L.]. (1999). Interlanguage phonology of EFL students. 中學生英語學習之音韻探討。高雄師範大學英語研究所，高雄市。
Ch'u, C. C.-H., & Ch'iu, J. M. H. (1965). A contrastive phonology of Mandarin Chinese and American English. (Linguistic approach to English teaching series, Vol. 9). Taipei: University of Texas, English Teachers Retraining Project.
Chung, R.-F. (1991). Phonological knowledge in English teaching. Proceedings of the English conference on English teaching and learning in the Republic of China, 7, 313-325.
Chung, R.-F. (1992). On the labial constraint in Southern Min. Paper presented at the Chinese Phonology Conference, National Sun Yat-sen University, R.O.C.
Cipollone, N., Keiser, S. H., & Vasishth, S. (Ed.). (1998). Language Files. (7th ed.). Columbus: Ohio State University Press.
Clements, G. N. (1980). Vowel harmony in nonlinear generative phonology: an autosegmental model. Bloomington, IN: Indiana University Linguistics Club.
Cochran, A., & Lin, Y. K. (1957). English pronunciation for Chinese students. Taipei, Taiwan: Book World.
Cohen, A. (1965). The phonemes of English: a phonemic study of the vowels and consonants of standard English. Hague: M. Nijhoff.
Corder, S. P. (1967, November). The significance of learners’ errors. IRAL, 5(4),161-169.
崔家蓉 [Cui, J. R.]. (1987). An error analysis of English consonant pronunciation of Chinese university students. Proceedings of the fourteenth conference on English teaching and learning in the Republic of China, 4, 291-315.
戴孜妤 [Dai, Z. Y.]. (2000). The interference of Southern Min in Lugang students’ English pronunciation. 閩南語對鹿港學生英語發音之影響。高雄師範大學英語研究所，高雄市。
Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
De Chene, B. E. (1985). The historical phonology of vowel length. New York: Garland.
Donegan, P. J. (1985). On the natural phonology of vowels. New York: Garland.
Eckman, F. R. (1987). On the naturalness of interlanguage phonological rules. In G. Ioup, & S. H. Weinberger (Eds.), Interlanguage phonology: The acquisition of a second language sound system (pp. 125-144). Cambridge, MA: Newberry House.
Flege, J. (1989, November). Chinese subjects’ perception of the word-final English /t/-/d/ contrast: performance before and after training. JASA, 86(5), 1684-1697.
Flege, J. E., and Wang, C. (1989, July). Native-language phonotactic constraints affect how well Chinese subjects perceive the word-final English /t/-/d/ contrast. Journal of Phonetics, 17: 299-315.
Fromkin,V., and Rodman, R. (1997). An introduction to language. (6th ed.). New York: Heinle & Heinle.
Hawkins, P. (1984). Introducing phonology. London: Hutchinson.
Hecht, B. F., & Mulford, R. (1987). The acquisition of a second language phonology: interaction of transfer and developmental factors. In G. Ioup & S. H. Weingberger (Eds.), Interlanguage phonology: The acquisition of a second language sound system (pp. 213-228). Cambridge, MA: Newbury House.
Higuichi, Y. (1988). Some phonological features of the Taiwan dialect. In Cheng, R. L. and Huang, S. (Eds.) The structure of Taiwanese: A Modern Synthesis. Taipei, Taiwan: Crane.
Hill, N. M. (1983). The relationship between voice onset time and the relative fundamental frequency of the postconsonantal vowel. Ann Arbor, MI: UMI.
黃美金 [Huang, M. J. L]. (1989). Chinese students’ problems in English pronunciation: A view from the translation of English proper names into Chinese. Proceedings of the sixteenth conference on English teaching and learning in the Republic of China, 6, 291-315.
Huang, R. (1965). English pronunciation explained with diagrams. Hong Kong: Hong Kong University Press.
Huang, R. (1969). Mandarin pronunciation explained with diagrams. Hong Kong: Hong Kong University Press.
黃宣範、鄭良偉 [Huang, S., ＆ Cheng, R. L.]. (Ed.). (1988). The structure of Taiwanese : A modern synthesis. Taipei, Taiwan: Crane.
黃自來 [Huang, Z. L.]. (1983). Standard American English pronunciation. Taipei, Taiwan: Crane.
Ing, R. O. (1984). 從國語的觀點略談英語發音的特色。Proceedings of the eleventh conference on English teaching and learning in the Republic of China, 1, 251-266.
Ing, R. O. (1970). Common errors in English pronunciation found among Chinese students. English Teaching Quarterly, 2(1), 1-3.
Ing, R. O. (1972). Mandarin Sounds. Taipei, Taiwan: National Taiwan Normal Univ., Mandarin Training Center.
Ing, R. O. (1989). Teaching English pronunciation. Quarterly of English Teaching, 14, 34-44.
Ioup, G., and Weinberger, S. (Ed.). (1987). Interlanguage phonology: the acquisition of a second language sound system. Cambridge, MA: Newburry House.
Jones, Daniel. (1962). An outline of English phonetics. With 116 illustrations and with appendices on types of phonetic transcription and American pronunciation. (9th ed.). Cambridge, MA: Heffer.
Kahn, D. (1976). Syllable-based generalizations in English phonology. Bloomington, IN: Indiana University Linguistics Club
Kluender, K. R., Diehl, R. L., & Wright, B. A. (1988, September). Vowel-length differences before voiced and voiceless consonant: An auditory explanation. Journal of Phonetics,16, 153-169.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Chung, K. S. (1998). About Pronunciation. English Teaching Quarterly, 22(4), 77-91.
Ladefoged, P. (2001). A Course in Phonetics. (4th ed.). Orlando, FL:Harcourt.
Ladefoged, P. (2001). Vowels and consonants: An introduction to the sounds of languages. Malden, MA: Blackwell.
Ladefoged, P., & Maddieson, I. (1996). The sounds of the world's languages. Cambridge, MA: Blackwell.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor: University of Michigan Press.
Larsen-Freeman, D., & Long, M. H. (1997). An introduction to second language acquisition. Edinburgh: Longman.
Locke, J. L. (1983). Phonological acquisition and change. New York: Academic Press.
李櫻 [Li, I. C.] (2000, October). 談兒童英語教學中的發音問題。English Teaching Quarterly, 25(2), 4-15.
李櫻 [Li, I. C.] (Ed.). (2002). 美式發音法: KK音標正音版。 Taipei: Far East.
李櫻 [Li, I. C.] (2001, October 6). 學習英語的第一步。中央日報，十六版。
李櫻 [Li, I. C.] (2001, October 7).「自然發音法」與發音的學習。中央日報，十六版。
Li, Y. C. (1962). The relevance of phonemic analysis in teaching English to Taiwanese speakers. Tunghai Journal, 4(1), 95-105.
Macken, M. A., & Ferguson, C. A. (1981). Phonological universals in language acquisition. In Ioup, G. & Weinberger, S. (Eds.), Interlanguage Phonology: The acquisition of a second language sound system (pp.3-22). Cambridge, MA: Newbury House.
Maddieson, I. (1984). Patterns of sounds. New York: Cambridge University Press.
Robinett, B. W. (1978). Teaching English to speakers of other languages: Substance and technique. Taipei, Taiwan : Crane.
王家聲 [Wang, J. S.]. (1992). 英語發音教學的理論與實際。Proceedings of the English conference on English teaching and learning in the Republic of China, 8, 211-233.
韋金龍 [Wei, J. L.]. (1998). 淺談我國學生常見的英語發音問題及可行的教學對策。English Teaching Quarterly, 23(1), 37-55.
Wolfram, W., & Johnson, R. E. (1982). Phonological analysis: Focus on American English. Englewood Cliffs, NJ: Prentice Hall Regents.
鄭良偉 [Zheng, L. W.]. (1997). 台灣福建話的語音結構及標音法。台北市：學生書局。
鄭錦全 [Zheng, J. Q.] (1994). 國語的共時音韻。台北市：文鶴出版社。
鍾露昇 [Zhong, L. S.]. (民56)。國語語音學。台北市：語文出版社。

簡易檢索 / 詳目顯示

相關論文