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研究生：	徐郁婷 Hsu, Yu-Ting
論文名稱：	檢視台灣英語初學者子音發音錯誤的來源 Identifying Sources of Taiwan EFL Beginners’ English Consonant Errors
指導教授：	陳世威 Chen, Shi-Wei
學位類別：	碩士 Master
系所名稱：	文學院 - 外國語文學系 Department of Foreign Languages and Literature
論文出版年：	2017
畢業學年度：	105
語文別：	英文
論文頁數：	65
中文關鍵詞：	英語為外語者發音錯誤、台灣英語為外語初學者、產出錯誤、語音編碼錯誤、發音的回憶類型
外文關鍵詞：	EFL pronunciation error, Taiwan EFL beginner, production errors, phonological encoding errors, pronunciation recall type
相關次數：	點閱：214 下載：3
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摘要
發音錯誤對於外語學習者而言是很普遍的事，尤其是初學者，他們尚未自動化目標語言，因此，當他們在產出一個新字的時候，他們更加容易使用熟悉的音韻系統。藉由檢視這些可能的發音錯誤以及可能的錯誤來源將能夠幫助外語學習者在外語習得的過程中有更多的理解。本研究的目的是在於檢視台灣英語初學者的子因發音錯誤來源。潛在的發音錯誤來源在本研究中被探討，即發聲的因素(articulator factor)以及音節的狀態(syllabic status)。此外，發音的回憶類型(pronunciation recall type)在本研究中也被探索性的列入可能的發音錯誤來源。在本研究中，受試者被要求重複聽到的音或字做立即反應（immediate response）及中斷反應（disrupted response）。立即反應是要在聽到刺激物之後的幾秒內重複音或字，中斷反應是在聽完一組電話號碼並復誦後再復誦之前所聽到的音或字。重複量測變異數分析結果顯示發音錯誤在發音方法（manner of articulation）以及發音位置（position of articulation）受到音節結構（syllabic status）。然而，在發音位置裡，錯誤率最高的兩類音即為發音方法裡錯誤率最高的一類音(fricatives)，為了避免混淆，實驗進一步的分析發音位置跟音節位置及字的狀態的效果還存不存在。結果顯示，在立即反應裡，發音錯誤率會因為發音位置的不同以及音節位置及字的狀態的不同而有所不同，但是再中斷反應裡沒有這樣的效果。本實驗結果在英語教學上的理論意涵及應用都將被討論。

Pronunciation errors are common among FL learners, especially for beginners, who have yet to master the target language's sound system. Therefore, they are likely to use their familiar L1 phonological system in producing a new word. An examination of the possible pronunciation errors and their causes would be conducive to our better understanding of potential obstacles in second language learning. The present study aims to identify common errors and their potential causes in EFL beginners. Twenty EFL beginners in third grade and fourth grade (10 males, 10 females) were recruited from an education institution in Tainan. Potential factors such as the manner and place of articulation, and syllabic status, i.e., word-initial, word-final, and isolated, are considered. To examine whether the manner and place of articulation, syllabic status influence speech error, items were varied in these factors. The possible role of working memory was also explored by requiring participants to make disrupted as well as immediate repetition of a heard sound or word. The former required subjects to recall a heard word a second time after repeating an intervening phone number that followed the first, immediate repetition. Results of an initial ANOVA analysis showed that the main source of speech error to Taiwan EFL beginners appeared to lie on fricatives and dentals with some of the effects that further qualified by syllabic status. Because dentals in English are also fricatives, a further ANOVA analysis were performed with dentals removed. As the results no longer showed effect of place, the participant’s pronunciation errors appeared to result from fricative sounds. Similar patterns were obtained with immediate and interrupted recall, though the latter were significantly more difficult than the former as expected. These results were discussed regarding the implication and application of pedagogy.

TABLE OF CONTENTS
摘要 …………………………………………………………………………………...I
ABSTRACT……………………………………………………………………….....II
ACKNOWLEDGES………………………………………………………………...III
TABLE OF CONTENTS…………………………………………………………...IV
LIST OF TABLES………………………………………………………………....VII
LIST OF FIGURES……………………………………………………………….VIII
CHAPTER ONE INTRODUCTION…………………………………………..…..01
CHAPTER TWO LITERATURE REVIEW……………………………………..02
1 EFL pronunciation errors…………………………………………………...02
1.1 Observations of EFL pronunciation errors……………………………..02
1.2 Experimental evidence of EFL pronunciation errors…………………..03
2 The role of memory in pronunciation…………………………………….....06
CHAPTER THREE METHODOLOGY………………………………………….09
1 Participant..………………………………………………………………….09
2 Materials...……………………………………………………………..........09
2.1 Articulator factors……………………..…………..……………...…09
2.2 Syllabic status………………………………………………………..11
2.3 Recall type…...………………………………………………………12
2.4 Item design…………………………………………………………..14
3 Measures……………………………………………………………….........15
3.1 English proficiency task……………………………………………..15
3.2 Nonverbal intelligence task………………………………………….16
3.3 Phonological memory task.………………………………………….16
3.3.1 Phonological memory task (L1)………………………………...16
3.3.2 Phonological memory task (FL)………………………………...17
3.4 Recall task…………………………………………………………...17
4 Procedure……………………………………………………………………18
5 Coding………………………………………………………………………19
6 Prediction…………………………………………………………………...19
6.1 Articulator factors……………………………………………………...19
6.2 Syllabic status ……………………………………………………….....20
6.3 Recall type …………………………………………………………......20
CHAPTER FOUR RESULTS………………………………………….…………..21
1 Control measures……………………………………………………………21
2 Analyses…………………………………………………………………….22
2.1 Recall task: overall….……………………………….………………26
2.2 Manner of articulation……………………………….………………28
2.2.1 Manner of articulation: Immediate recall..……………………...28
2.2.2 Manner of articulation: Disrupted recall…..……………………30
2.2.3 Manner of articulation: Isolated status………………………….31
2.2.4 Manner of articulation: Initial status……………………………33
2.2.5 Manner of articulation: Final status……………………………..35
2.3 Place of articulation………………………………….………………36
2.2.1 Place of articulation: Immediate recall..………………………...36
2.2.2 Place of articulation: Disrupted recall…..………………………38
2.2.3 Place of articulation: Isolated status…………………………….39
2.2.4 Place of articulation: Initial status………………………………41
2.2.5 Place of articulation: Final status……………...………………..42
2.4 Further analysis: Place of articulation with dentals removed..………44
2.2.1 Place of articulation with dentals removed: Immediate recall.....46
2.2.2 Place of articulation with dentals removed: Disrupted recall…...47
2.2.3 Place of articulation with dentals removed: Isolated status…….49
2.2.4 Place of articulation with dentals removed: Initial status……….51
2.2.5 Place of articulation with dentals removed: Final status………..52
CHAPTER FIVE DISCUSSION AND CONCLUSION………………….………54
REFERENCES………………………………………………………………….…..62
APPENDIX………………………………………………………………………….65
                                    

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