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研究生: 郭健民
Kuo, Chien-Min
論文名稱: 中文使用者對英語字重音和純音的感知:探討基本頻率、持續時間以及音量三方面的重要性
Mandarin Speakers’ Perception of English Stress and Pure Tone: An Investigation on the F0, Duration and Amplitude
指導教授: 甯俐馨
Ning, Li-Hsin
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2018
畢業學年度: 106
語文別: 英文
論文頁數: 120
中文關鍵詞: 英語字重音純音感知基礎頻率持續時間音量第二語習得
英文關鍵詞: English lexical stress, pure tone, perception, F0, duration, amplitude, second language acquisition
DOI URL: http://doi.org/10.6345/THE.NTNU.DE.026.2018.A07
論文種類: 學術論文
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  • 本研究探討中文母語使用者對英語字重音的感知,以及重音感知與純音感知兩者間的關聯。研究參與者為兩組英文程度不同的中文母語使用者和一組英文母語使用者,每位參與者皆須參加重音辨別測驗以及純音辨別測驗。此研究使用一個雙音節的虛構詞來進行重音辨別測驗。此虛構詞有名詞以及動詞兩種形式。名詞的重音在第一音節,動詞的重音在第二音節。名詞和動詞的重音音節皆經過後製,使得參與者每次聽到的重音音節都不太一樣。重音音節的後製是針對基礎頻率、持續時間以及音量三方面來進行調整。參與者必須回答他們每一次聽到的重音位置,作答時必須使用「五點李克特量尺」(five-point Likert scale)來回答他們確定的程度。進行純音辨別測驗時,參與者每次會聽到兩個純音,這些純音的在基礎頻率、持續時間以及音量三方面的變化與虛構詞的動詞及名詞形式相同。參與者必須判別每次聽到的兩個純音是否相同,作答時必須使用「三點李克特量尺」(three-point Likert scale)來回答他們確定的程度。
    本研究發現英語母語使用以及中文母語使用者的重音感知並沒有明顯的差異,而兩組中文母語使用者的重音感知也沒有明顯的差異。三組參與者都是利用基礎頻率來判別名詞的重音,而動詞的重音則都是利用持續時間來判別。被用來判別重音的聲學特徵都是最明顯的聲學特徵。在本研究的名詞裡,最明顯的聲學特徵是基礎頻率,而在本研究的動詞裡,最明顯的聲學特徵是持續時間。本研究也發現參與者利用基礎頻率和持續時間來判別兩個純音是否相同。在純音感知方面的表現和在重音感知方面的表現有些類似之處:在辨別名詞的重音以及辨別與名詞類似的純音時,基礎頻率都是較為重要的聲學特徵,而在辨別動詞的重音以及辨別與動詞類似的純音時,持續時間都是較為重要的聲學特徵。這些純音感知與重音感知兩者間的類似之處意味著兩者或許相關。另外,本研究也發現英語母語使用者在判別重音時,顯得較不確定,而能有這項發現是因為本研究使用「李克特量尺」(Likert scale)來進行測驗。除此之外,本研究也發現,進行重音辨別測驗時,在聽過基礎頻率、持續時間以及音量三方面的變化組合後,參與者顯得對重音判別變得更加確定。

    This study examined Mandarin speakers’ perception of English lexical stress and the relation between stress perception and pure tone perception. One group of native English speakers and two groups of Mandarin speakers with two different English proficiency levels were asked to take a stress perception test and a pure tone perception test. A disyllabic nonsense word was pronounced as a noun form with stress on the first syllable and as a verb form with stress on the second syllable. The two forms were synthesized into tokens varying in F0, duration and amplitude in the stressed syllable.
    In the stress perception test, the participants were required to locate the stress of the token they heard each time. The participants had to respond on a five-point Likert-scale based on their certainty about the location of the stress. In the pure tone perception test, each time, one pattern consisting of two pure tones was played to the participant. The pure tone patterns were synthesized to vary in F0, duration and amplitude in the way similar to the noun and verb forms of the nonsense word. The participants had to respond on a three-point Likert scale based on their certainty about the difference between the two tones.
    It was found that the Mandarin speakers’ use of acoustic cues for stress did not differ from English speakers. The two groups of Mandarin speakers with different English proficiency levels also did not differ in their use of acoustic cues for stress. The participants used F0 as a cue for stress in noun and duration as a cue in verb. It appeared that among the three acoustic cues (i.e., F0, duration and amplitude), the cue used for stress perception were the most salient one. F0 was the most salient cue in the noun form, while duration was the most salient one in the verb form. In the pure tone perception test, the three groups used both F0 and duration as cues for both sets of pure tones (i.e., one set synthesized based on the noun form and the other based on the verb form). Some similarities were found between pure tone perception and stress perception. In the perception of the noun and that of the pure tones synthesized based on the noun, F0 was a more important acoustic cue than duration. In the perception of the verb and that of the pure tones synthesized based on the verb, duration was a more important acoustic cue than F0. The similarities between pure tone perception and stress perception indicate that pure tone perception might be related to stress perception. In addition to the major findings above, this study has also found that English speakers tended to be less certain about their stress perception in an experimental scenario, which was revealed by the Likert scale test adopted in this study. In addition, it was found that the exposure to stress patterns varying in F0, duration and amplitude might facilitate stress perception.

    CHINESE ABSTRACT i ENGLISH ABSTRACT iii ACKNOWLEDGEMENTS vi TABLE OF CONTENTS viii LISTS OF TABLES xi LIST OF FIGURES xii Chapter One: Introduction 1 1.1 Background and Motivation 1 1.2 Research Questions 4 1.3 Organization of the Study 4 Chapter Two: Literature Review 6 2.1 English Lexical Stress 6 2.1.1 Fundamental Frequency 6 2.1.2 Duration 8 2.1.3 Amplitude 10 2.1.4 Viewing English Lexical Stress as a Complex of Parameters 11 2.1.5 Summary 13 2.2 Mandarin Lexical Tones 13 2.2.1 Fundamental Frequency 14 2.2.2 Duration 16 2.2.3 Amplitude 17 2.2.4 The Dominance of F0 in Mandarin Tones 18 2.3 Comparison between English Lexical Stress and Mandarin Lexical Tone 20 2.4 Previous Research on Mandarin Speakers’ Acquisition of English Lexical Stress 21 2.4.1 Production Studies 22 2.4.1.1 Lai (2008) 22 2.4.1.2 Zhang et al. (2008) 24 2.4.1.3 Tseng et al. (2013) 25 2.4.1.4 Summary 26 2.4.2 Perception Studies 26 2.4.2.1 Lai (2008) 26 2.4.2.2 Wang (2008) 27 2.4.2.3 Zhang & Francis (2010) 28 2.4.2.4 Ou (2010) 29 2.4.2.5 Chrabaszcz et al. (2014) 30 2.4.2.5 Summary 31 2.4.3 Gaps for Further Research 31 2.5 The Relation between Musical Perception and L2 Perception 33 2.5.1 The Influence of Musical Perception on Linguistic Perception 34 2.5.2 The Influence of Linguistic Perception on Musical Perception 36 2.5.3 Summary 40 Chapter Three: Research Design 41 3.1 Participants 41 3.2 Materials 42 3.2.1 The Resynthesized Disyllabic Nonsense Words 42 3.2.2 The Synthesized Pure Tones 47 3.3 Procedures 52 3.4 Data Analysis 55 Chapter Four: Results 57 4.1 Stress perception test 57 4.1.1 The noun form perception 57 4.1.2 The verb form perception 61 4.2 Pure tone perception test 64 4.2.1 Set 1 64 4.2.1.1 F0 x DURATION 67 4.2.1.2 DURATION x GROUP 70 4.2.1.3 F0 x GROUP 73 4.2.1.4 F0 x DURATION x GROUP 75 4.2.2 Set 2 83 4.2.2.1 F0 x DURATION 86 4.2.2.2 DURATION x GROUP 89 4.2.2.3 F0 x GROUP 92 4.2.2.4 F0 x DURATION x GROUP 95 Chapter Five: Discussion 104 5.1 Stress perception test 104 5.2 Pure tone perception test 108 Chapter Six: Conclusion 113 Bibliography 117

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