初中英语学习中汉语语音迁移影响因素研究

发布时间：2018-04-26 09:33

本文选题：初中英语教学 + 英语语音学习　；参考：《鲁东大学》2015年硕士论文

【摘要】：随着最近以来初中英语教学的快速发展,越来越多的初中英语教师已经认识到调控第一语言汉语的语音迁移对学生英语学习的重要性。然而,迄今为止,很多初中英语教师在对学生英语学习中的汉语语音迁移的相关因素的认识上存在着一定的问题。与此同时,随着当今英语教学研究的飞速发展,从事英语教学研究的学者们愈来愈多地关注学生英语学习中的汉语语音迁移问题。然而,迄今的研究仍然忽视初中生群体的汉语语音迁移问题,也没能找出学生英语学习中的汉语语音迁移的相关因素,因而也无法提出有坚实研究基础和效果的初中英语教学汉语语音迁移调控策略。因此,鉴于上述教师和研究者对初中英语学习中的汉语语音迁移的相关因素缺乏认识的现状,本研究尝试对初中英语学习中的汉语语音(包括音系)迁移的相关因素或成因进行综合的调查,以便有助于初中英语教学中的汉语语音迁移调控。为了达到研究的目的,本研究以系统思维中的辩证开放性原理为思想指导,以基于行为主义、心智主义、建构主义的第二语言习得理论的相关的第一语言迁移理论为理论基础,采用了对中国某地区的一所中学的241名初中学生进行问卷调查并对其中选择出来的不同背景的两组学生的语音测试的经验研究方法,其中运用了自制的英语语音试题和汉语迁移影响因素问卷等数据收集工具以及Excel2013软件等数据统计分析工具。本研究虽然包括对汉语语音迁移的若干方面或常见类型的探讨,然而其重点研究的内容是初中生英语长元音和双元音、浊辅音特别是爆破音、辅音连缀学习中的汉语语音负迁移的影响因素或成因。数据分析的结果表明,初中生英语长元音和双元音、浊辅音、辅音连缀学习中经常出现汉语语音负迁移,影响因素包括社会文化的、情景的、教学的、心理的、认知的和语言的等多方面的因素。具体而言,初中生在英语语音学习中往往将汉语元音不分长短、开口度中等的特点迁移到英语元音上,将汉语不送气的清辅音的特点迁移到英语浊辅音上,将汉语辅音不能连缀只能后接元音的特点迁移到英语辅音连缀和词尾辅音上,从而形成负迁移,其影响因素或成因包括:学生学习的社会文化背景和自然与课堂背景(国际社会文化关系缺乏、课堂内外的学习和教学环境不利)、社会心理情感因素(对英语语音学习的动机和态度差)、认知方式因素(英语语音学习策略和认知风格不当、对英汉语音之间的差异的注意程度低)以及语言学习自身的因素(关键期错过、英汉语语音异同知识缺乏)。本研究拟对初中英语语音或口语教学具有实践和学术两个方面的意义。就教学和学习实践而言,本研究可望有助于教师和学生更好地认识英语语音学习中的汉语迁移问题,特别是导致迁移的社会的、情景的、教学的、心理的、认知的和语言的等多方面的因素,以便提高对汉语语音迁移的调控能力。就教学研究而言,本研究可望有助于加深和改进初中英语语音教学中学生汉语迁移及其相关因素的研究。
[Abstract]:With the rapid development of junior high school English Teaching in recent years, more and more junior high school English teachers have realized the importance of regulating the pronunciation transfer of the first language to the students' English learning. However, so far, many junior high school English teachers have been aware of the related factors of the Chinese phonetic transfer in the students' English learning. At the same time, with the rapid development of English teaching research, scholars engaged in English teaching research have paid more and more attention to the problem of Chinese phonetic transfer in students' English learning. However, the study still ignored the problem of Chinese phonetic transfer in junior high school students and failed to find out the students' English learning. Therefore, in view of the lack of knowledge about the factors related to the transfer of Chinese phonetics in junior high school English learning, this study attempts to study English learning in junior middle school. A comprehensive survey of the related factors or causes of the transfer of Chinese Phonetics (including phonology) is conducted in order to facilitate the regulation of the transfer of Chinese phonetics in junior high school English teaching. In order to achieve the purpose of the study, this study is guided by the principle of dialectical openness in systematic thinking, based on the second language of behaviorism, psychism and constructivism. The related first language transfer theory of the theory of language acquisition is based on the theoretical basis. It uses a questionnaire survey of 241 junior middle school students in one of the middle schools in a certain region of China and the empirical research method of the speech test of two groups of students with different backgrounds selected from them, in which the self-made English pronunciation test questions and the Chinese migration shadow are used. Data collection tools, such as response factors questionnaire and Excel2013 software, and other data statistical analysis tools. This study, though including a number of aspects or common types of Chinese phonetic transfer, focuses on junior high school students' long vowels and vowels, turbid consonants are explosive, and Chinese in consonant consonant learning. The results of data analysis show that junior high school students' English long vowels and BIS vowels, turbid consonants, and consonant consonant learning often occur in Chinese phonetic negative transfer, and the influencing factors include social culture, situational, teaching, psychological, cognitive and linguistic factors. In English pronunciation learning, Chinese vowels are often transferred to English vowels without the length of Chinese vowels, and the characteristics of the Chinese vowels are transferred to English vowels. The characteristics of the Chinese unaspirated consonants are migrated to the English voiced consonants, and the characteristics of the Chinese consonants can not be connected to the English consonant consonants and the consonant consonants. The factors or causes include: the social and cultural background of students' learning and the natural and classroom background (the lack of international social cultural relations, the negative learning and teaching environment inside and outside the classroom), the social psychological and emotional factors (the poor motivation and attitude towards English pronunciation learning), the cognitive style (English pronunciation learning strategies and cognitive styles, and the English language) This study is intended to have two aspects of practical and academic significance in the teaching of English pronunciation or spoken English in junior middle school. This study is expected to help teachers and students better. Understanding the problem of Chinese transfer in English pronunciation learning, especially the factors that lead to the migration of social, situational, teaching, psychological, cognitive and linguistic factors, so as to improve the ability to regulate the transfer of Chinese phonetics. In terms of teaching research, this study is expected to help to deepen and improve the middle school students in English pronunciation teaching. The study of the transfer of Chinese and its related factors.

【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【相似文献】