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研究生： 吳羚菀
Wu, Lin-Wan
論文名稱： 中介語韻律模式及聲調系統對英語母語人士學習中文之影響
Interlanguage Rhythmic Patterns and the Tone Effects on Learning Chinese for Native Speakers of English
指導教授： 簡華麗
Jian, Hua-Li
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： 2009
畢業學年度： 97
語文別： 英文
論文頁數： 135
中文關鍵詞： 中介語音韻學 、重音 、聲調 、語流韻律 、韻律模式 、重音時長 、音節時長 、語言習得 、語音產出 、移轉現象
外文關鍵詞： speech prosody, tones, stress, interlanguage phonology, rhythm patterns, stress-timed, syllable-timed, language acquisition, production, transfer
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    • 本論文旨在藉由聲學測量方式來探討英語母語人士在學習中文時，兩者語言韻律模式不同及中文聲調系統是否會產生學習中文上的困難。在語言類型分類上，中文是聲調語言，以音節時長為依據; 而英語是重音語言，以重音時長為導向。由於中文和英語韻律節奏上的差異，分析兩者間之中介語對語言系統及語言習得有重要價值。
    本論文主要以一個實驗研究為主。研究中討論英語母語人士在學習中文時，兩者語言的不同韻律模式及中文的聲調系統是否會造成學習困難。研究現象包括: 音節長度、母音長度、四個聲調變化、音位降階現象，重音表現，及抑揚格現象分析。本實驗的受試者分為兩組，第一組為以中文為母語的台灣人，由台南成功大學外文系八位學生所組成，此組也視為本實驗之控制組。第二組由八位英語母語人士所組成，這些人也學習中文有一段時間。首先各自唸一段中文寓言故事，從而利用音韻分析軟體進行聲學分析。以中文母語人士之平均表現為基準，將英語母語人士的結果與此基準做比較這六個研究現象，發現英語母語人士在學習中文上受到韻律模式不同及聲調系統影響。
    本研究主要結果如下：（一）在分析音節長度發現，英語母語人士鮮少將弱化母音的特性移轉至中文中，導致在念中文時，音節及母音長度仍是長於中文母語人士。（二）在聲調表現方面，英語母語人在聲調表現有很大的不同，由其以二聲（升調）及四聲（降調）最為嚴重，這兩種聲調在英語母語人士表現上均會出升調及降調兩種模式。在音位降階分析中，聲調結合的觀察中，發現這些英語母語人士會在某些聲調結合時，會將聲調念的較為正確。（三）在重音表現和抑揚格現象分析，發現英語母語人士在念中文時會產生變化較大的強度和振幅來，而強度和振幅的測量即是重音的觀察現象之ㄧ;此外，也發現英語母語人士儘管受到聲調影響，仍然傾向用揚格來表現中文雙音節片語。這表示了英語母語人士在念中文時，無可避免的會將一些母語中的特性移轉至中文中，而這特性也跟其韻律模式有關。
    根據以上的發現，本研究提供對學習中文有興趣之人士及欲教中文之教師一些建議及未來進一步研究方向。從語音及音韻角度來分析學習中文上的問題及難處，可以找出更有效率及適合的教學方法。並且也對中介語研究有一番貢獻。

    The major goals of this thesis are: (a) to find whether and how the rhythmic patterns would influence native speakers of English speaking Chinese, and (b) to explore the difference in tone production and stress positions between native speakers of English and native speakers of Chinese. This comparison of two languages is crucial and valuable on language acquisition because Chinese and English are rhythmically and typologically different in their prosodic properties: Chinese is a tone language with syllable-timed oriented rhythm, and English is a stress-timed language.
    The acoustic experiment was conducted to investigate the rhythmic patterns and tonal effects on learning Chinese for native speakers of English. The experiment was designed to measure and compare several sound patterns. These patterns were: syllable duration, vowel duration, four tones production (tone1/ high tone, tone2/ rising tone, tone3/ low tone, and tone4/ falling tone), downstep effects, stress positions, and trochaic patterns. Two groups of subjects were recruited to produce a famous Chinese fable, including 8 native speakers of English (NS-E) and 8 native speakers of Chinese (NS-C). These speeches were then gone through the acoustic analysis. The acoustic data obtained from the native speakers of English were then compared to the native speakers of Chinese (the norm) to identify problems or difficulties in specific Chinese speech sound patterns used by native speakers of English.
    Major findings of this thesis are as follows. First, through the PVI (Pairwise Variability Index) measurement, the syllable duration and vowel duration produced by the NS-E display similar patterns compared to those by NS-C. Besides, undergoing the variability index (VI) measurement, the syllable and vowel duration of NS-E group are longer than NS-C group. Two findings both show the greater frequency of reduced syllables with a reduced vowel in English does not transfer to the Chinese material production by NS-E.
    Second, a significant disparity in the four tones production between NS-E and NS-C has been demonstrated. Through investigating the four tones production and downstep effects, some significant problems can be found. One is that these NS-E have more problems in rising tone (tone2) and falling tone (tone4). Another finding in downstep effects is that the NS-E can pronounce tones more correctly in some specific tone combinations (one tone followed by another tone).
    Third, in investigating stress production, one of the rhythmic properties, in two groups, the study employs the values of intensity/amplitude measurement. The intensity range and changing phenomenon in NS-E group is larger and acuter than NS-C group. The strong and weak intensity positions are not regular for eight native speakers of English. That means the NS-E tend to employ the different degrees of stress more in Chinese production. Besides, through the trochaic/iambic patterns investigation, it also shows NS-E would transfer their stress features to their Chinese production.
    These findings provide important information about what difficulties native speakers of English may encounter in speaking Chinese due to different rhythmic patterns and tone effects. The results can also help Chinese teachers develop appropriate and effective teaching approaches for Chinese learners. To sum up, the present thesis provide multiple perspectives in rhythmic patterns transference and the tone system influences on learning Chinese for native speakers of English.

    CHAPTER 1 CHAPTER ONE INTRODUCTION..................1 1.1 Background and Motivation..................2 1.2 Purpose of the study..................5 1.3 The scope of study and the contributions..................6 1.4 Structure of this Study..................8 CHAPTER 2 CHAPTER TWO LITERATURE REVIEW..................10 2.1 The Prosodic Aspects of Speech..................10 2.2 Prosodic Features in Chinese and English..................12 2.2.1 Rhythm in languages..................12 2.2.2 Tones in Chinese..................13 2.2.3 Stress in English..................18 2.2.4 Downstep effects in languages..................20 2.3 Rhythmic Categories..................22 2.3.1 Rhythm Class Hypothesis..................22 2.3.2 Different Rhythm Measurements..................24 2.4 Interlanguage Analysis..................34 2.4.1 Theories of Interlanguage..................34 2.4.2 Language Transfer..................34 2.5 Previous Studies in Second Language Prosodic Features..................35 2.5.1 Reduced Vowels in English..................36 2.5.2 Trochaic patterns in English..................37 CHAPTER 3 CHAPTER THREE METHODOLOGY..................40 3.1 Acoustic Experiment..................40 3.1.1 Subjects..................40 3.1.2 Materials..................41 3.1.3 Analyzing progress..................42 3.2 Acoustic Data Gathering in Chinese passage..................42 3.2.1 Measurement of rhythmic class..................42 3.2.2 Measurement of Duration..................44 3.2.3 Measurement of Tones effects..................45 3.2.4 Measurement of Downstep Effect..................46 3.2.5 Measurement of Stress (Intensity) patterns..................48 3.2.6 Measurement of rhythmic patters (trochaic or iambic)..................51 3.3 Overall research design..................52 CHAPTER 4 CHAPTER FOUR RESULTS AND DISCUSSIONS..................54 4.1 The rhythm class of two groups in Chinese material..................54 4.1.1 Predictions..................55 4.1.2 Measuring the PVI in two groups..................56 4.2 Measurement of Duration in two groups..................57 4.2.1 Predictions..................57 4.2.2 Duration (Syllables and Vowels)..................58 4.3 Measurement of Tones in two groups..................60 4.3.1 The Tone 1 (High) representations in two groups..................61 4.3.2 The Tone 2(Rising) representations in two groups..................64 4.3.3 The Tone 4 (Falling) representations in two groups..................68 4.3.4 The Tone 3 (Low dipping) representations in two groups..................73 4.3.5 The four tones representations in two groups..................75 4.4 The downstep effect in two groups..................78 4.4.1 The tone combination production in NS-C group..................80 4.4.2 The tone combination production in NS-E group..................83 4.5 Stress Patterns in two groups..................87 4.5.1 Predictions..................87 4.5.2 The stress patterns in two groups..................88 4.6 Trochaic Patterns in two groups..................98 4.6.1 Stress patterns produced by NS-C group..................99 4.6.2 Stress patterns produced by NS-E group..................101 4.7 General Discussion on Rhythm patterns effects..................103 CHAPTER 5 CHAPTER FIVE CONCLUSION..................106 5.1 Summary of the Findings..................106 5.1.1 Transfer Phenomenon..................107 5.1.2 Tones effect..................109 5.1.3 Downstep effect..................111 5.1.4 Stress transfer..................112 5.2 Pedagogical implications..................114 5.2.1 The tone errors produced by native speakers of English..................114 5.2.2 Suggested materials to help learn Chinese..................114 5.3 Contributions of the Present Study..................115 5.4 Limitation and Further Study..................116 Reference:..................119

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