中国英语学习者英语单元音发展模式研究

论文摘要

语音是语言的基本物质外壳和表达手段,是语言信息准确传达的重要媒介。由于英汉两种语言属于不同的语系，二者在语音系统方面存在较大差异,中国英语学习者在习得英语元音时存在困难。单元音是元音系统主要组成部分，又是双元音的发音基础，因此对中国学习者英语单元音的习得情况进行调查研究具有重要意义。英语单元音的习得情况和各阶段单元音发展进程是本文的研究重点。本文以对比分析假说、标记性区分假说、迁移理论、语音学习模型理论作为理论基础，设计了全部12个英语单元音的录音材料，选取50名学习英语时间不等学习者作为研究对象，通过与被试进行访谈和对录音材料进行听音辨音相结合的方法调查了学习者英语单元音的习得情况和单元音的发展模式。实验数据采用Excel和SPSS软件进行整理、计算和分析，并结合相应理论对单元音的发展模式进行了探讨。研究结果表明，我国英语学习者英语单元音习得的发展模式呈现如下特点：首先，中国学习者英语中元音习得好于前元音，前元音习得好于后元音；其次，英语单元音习得呈现出一定顺序。习得顺序为/:/、/ɑ:/、/∪:/＞/(?)/＞/(?)(?):/、/e/、//＞/i:/＞/I/。而/(?)/、/(?)(?)/和//没有被习得；再次，英语单元音的习得呈现出两种发展轨迹：直线和折线发展。/I/、/ɑ:/和/(?)(?)/的发展轨迹为直线，即随着学习时间的增加，准确度不断提高；而/i: /、/e/、/(?)/、/: /、/(?)/、//、/(?)(?):/、//和/∪:/的发展轨迹为折线，即随着学习时间的增加，单元音的准确度呈现出“发展—后退—再发展”的变化过程。“后退”阶段是习得过程中的必要阶段。本文的实验结果对我国英语语音教学具有一定的指导意义。各级学校的英语教师应结合本年级学生的语音习得的特点采用相应的教学方法开展语音教学。在语音教学过程中，建议教师加强发音准确度较差的单元音的教学，提高学生单元音整体的发音准确率。由于受部分单元音折线发展的制约，教师应该允许学习者语音错误的出现，不能一味纠错。对英语学习者而言，应系统的学习英语语音知识，增强英汉语音系统的对立意识。此外，本文的研究结果对各级英语语音教材的编写和教材章节的安排也具有一定的指导意义。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Research Background
• 1.2 Study Objectives and Significance
• 1.3 Research Questions
• 1.4 Theoretical Foundations
• 1.5 Study Methods
• 1.6 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 Theoretical Foundations
• 2.1.1 Contrastive Analysis Hypothesis
• 2.1.2 Language Transfer Theories
• 2.1.3 Speech Learning Model
• 2.1.4 Markedness Differential Hypothesis
• 2.2 Concept of Development Pattern of L2
• 2.3 Previous Studies on L2 Phonetic Acquisition
• 2.3.1 Studies on English Phonetic Acquisition by Foreign Scholars
• 2.3.2 Studies on Chinese ESL Learners by Chinese Scholars
• 2.4 Studies on Development of L2 Phonology
• 2.4.1 Factors Influence L2 Phonology
• 2.4.2 Developmental Process of L2 Phonology
• 2.5 Achievements and Problems of Previous Studies
• Chapter Three Contrastive Analysis of Similarities Between English and Chinese Monophthongs
• 3.1 Phonetic Characteristics of English and Chinese Monophthongs
• 3.2 Acoustic Parameters of English and Chinese Monophthongs
• 3.3 Similarities of Chinese and English Monophthongs
• 3.4 Summary
• Chapter Four Research Methodology of Development of Monophthongs Acquisition
• 4.1 Research Design
• 4.1.1 Participants
• 4.1.2 Reading Material
• 4.1.3 Instruments
• 4.2 Data Collection
• 4.3 Data Analysis
• 4.3.1 Rating Procedure
• 4.3.2 Data Treatment
• Chapter Five Analysis and Discussion of Developmental Pattern of English Monophtongs By Chinese ESL Learners
• 5.1 Correctness Rate of Vowel Production
• 5.1.1 Correctness Rate of Vowel Production by Primary Level Participants
• 5.1.2 Correctness Rate of Vowel Production by Intermediate Level Participants
• 5.1.3 Correctness Rate of Vowel Production by Advanced Level Participants
• 5.1.4 Means of Correctness Rate of Front, Central and Back Vowels
• 5.2 Order of Acquisition of English Monophthongs By Chinese ESL Learners
• 5.3 Sequence of Acquisition of Each Monophthong by Chinese ESL Learners
• 5.3.1 Developmental Trajectories of Front Vowels /i: /, /I/, /e/ and /?/
• 5.3.2 Developmental Trajectories of Central Vowels /: /, /?/ and //
• 5.3.3 Developmental trajectories of Back Vowels /ɑ: /, / /, / :/, // and /∪:/
• 5.3.4 Analysis of the Developmental Trajectories of English Monophthongs by Chinese ESL learners
• 5.4 Summary
• Chapter Six Conclusion
• 6.1 Major Findings
• 6.2 Implications
• 6.2.1 Theoretical Implications
• 6.2.2 Pedagogical Implications
• 6.3 Limitations of Present Study
• 6.3.1 Limitations
• 6.3.2 Suggestion for Further Study
• References
• Appendix A
• Appendix B
• Appendix C
• Acknowledgements