常州方言对初中生英语语音习得的负迁移研究
发布时间：2018-07-21 11:09
【摘要】：近年来,随着语言界和学术界对中学生英语教学的研究,母语迁移的现象越来越受到重视。很多学者开展了有关汉语对英语语音学习的负迁移影响的研究,尤其是地方方言对英语语音习得的负迁移影响。中国方言众多,而对于常州地区方言对英语语音习得负迁移影响的研究非常少。为帮助常州地区的初中英语教师改进教学方法,也帮助学生形成良好的英语语音发音,探索适合初中英语教学的语音教学策略,从而减少初中生在英语语音学习中的困难,增强学习的兴趣和信心,我们有必要研究常州方言对初中生英语语音习得的负迁移影响。本研究围绕以下问题展开：第一,常州方言是否对初中生英语语音习得产生负迁移影响；第二,如果是,常州方言是如何对初中生英语语音习得产生负迁移影响的,表现在哪些方面；第三,常州地区的初中老师和学生该如何排除母语干扰,减少负迁移的影响。笔者选择了常州市区初中的一所学校初一年级抽取了76名学生开展了调查研究,通过问卷调查,语音测试以及访谈的研究方法了解了学生的语音学习背景及语音面貌。进而,通过对比分析和错误分析的方法,对学生的错误发音方式和正确的发音方式进行比较。研究发现该地区学生的英语语音状况在音段层次以及超音段层次上面都受到了常州方言的负迁移影响。在音段层次上主要表现为音素空缺,音素不完全对应,音素的增加以及长短音不分。由于音素空缺,常州地区的老师和学生会在[e]、[(?)]、[r]、[θ]、[(?)]、[l]这几个元音和辅音上出现发音错误：常州方言与英语中体现出的音素不完全对应的主要是[a:]、[(?)]、[(?):]、[(?)]、[(?)]、[(?)]、[au]、[(?)]、[e(?)]、[(?)]、[(?)]以及[(?)]；音节的增加主要表现为在音节首或是音节尾的辅音后中插入[(?)]、[I]或是[u]；长短音不分主要表现为[i：][i]不分、[(?)][(?)]不分、[α：][(?)]不分、[u：][u]不分以及[(?)：][(?)]不分。在超音段层次上主要体现在重音、语调、连读以及意群和停顿这四个方面。表现较明显的是常州地区的学生会在词重音以及句重音上都产生发音错误以及语调单调平淡、没有起伏。针对当地方言对英语发音的负迁移影响,笔者从音段层次和超音段层次两个方面提出了有针对性的教学建议。
[Abstract]:In recent years, the phenomenon of mother tongue transfer has been paid more and more attention to with the study of English teaching in middle school students. Many scholars have carried out researches on the negative transfer of Chinese on English phonetic learning, especially the negative transfer of local dialects on English phonetic acquisition. There are many dialects in China, but there are few studies on the negative effects of Changzhou dialect on English phonetic acquisition. In order to help middle school English teachers in Changzhou improve their teaching methods, and help students to form good pronunciation, and to explore the appropriate phonetic teaching strategies for junior middle school English teaching, the difficulties of junior high school students in English pronunciation learning can be reduced. It is necessary to study the negative transfer effect of Changzhou dialect on junior high school students' English phonetic acquisition. This study focuses on the following questions: first, whether Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; second, how Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; Third, how to eliminate the interference of mother tongue and reduce the influence of negative transfer for middle school teachers and students in Changzhou area. The author selected 76 students from the first grade of a middle school in Changzhou city to carry out the investigation and study. Through questionnaire survey, phonetic test and interview, the author understood the students' phonological background and phonological features. Then, by means of contrastive analysis and error analysis, we compare the students' incorrect pronunciation and correct pronunciation. It is found that the students' English phonetic status in this area is influenced by the negative transfer of Changzhou dialect on both segmental and supersyllabic levels. At the segmental level, phoneme vacancy, phoneme incomplete correspondence, phoneme increase and short phoneme are not distinguished. As a result of phonemes vacancy, teachers and students in Changzhou area have errors in pronunciation on [e], [(?)], [r], [胃], [(?)], [l], these vowels and consonants: the main phonemes in Changzhou dialect and English are [a:], [(?)], [au], [(e)], [e (?)], [(?)] And [(?)]; the increase in syllables is mainly characterized by the insertion of [(?)], [I] or [u] after the consonant at the beginning or end of the syllable; the short or short syllables are mainly expressed as [I:] [I] no distinction, [(?)] No distinction, [a:] [(?)] [u:] [u] and [(?):] [(?)] No distinction. The supersyllabic level is mainly reflected in stress, intonation, ligation, group of meanings and pauses. It is obvious that the students in Changzhou area have pronunciation errors and monotonous intonation in word stress and sentence stress. In view of the negative transfer effect of local dialects on English pronunciation, the author puts forward some specific teaching suggestions from two aspects: segmental level and supersyllabic level.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2135330
[Abstract]:In recent years, the phenomenon of mother tongue transfer has been paid more and more attention to with the study of English teaching in middle school students. Many scholars have carried out researches on the negative transfer of Chinese on English phonetic learning, especially the negative transfer of local dialects on English phonetic acquisition. There are many dialects in China, but there are few studies on the negative effects of Changzhou dialect on English phonetic acquisition. In order to help middle school English teachers in Changzhou improve their teaching methods, and help students to form good pronunciation, and to explore the appropriate phonetic teaching strategies for junior middle school English teaching, the difficulties of junior high school students in English pronunciation learning can be reduced. It is necessary to study the negative transfer effect of Changzhou dialect on junior high school students' English phonetic acquisition. This study focuses on the following questions: first, whether Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; second, how Changzhou dialect has a negative transfer effect on junior high school students' English phonetic acquisition; Third, how to eliminate the interference of mother tongue and reduce the influence of negative transfer for middle school teachers and students in Changzhou area. The author selected 76 students from the first grade of a middle school in Changzhou city to carry out the investigation and study. Through questionnaire survey, phonetic test and interview, the author understood the students' phonological background and phonological features. Then, by means of contrastive analysis and error analysis, we compare the students' incorrect pronunciation and correct pronunciation. It is found that the students' English phonetic status in this area is influenced by the negative transfer of Changzhou dialect on both segmental and supersyllabic levels. At the segmental level, phoneme vacancy, phoneme incomplete correspondence, phoneme increase and short phoneme are not distinguished. As a result of phonemes vacancy, teachers and students in Changzhou area have errors in pronunciation on [e], [(?)], [r], [胃], [(?)], [l], these vowels and consonants: the main phonemes in Changzhou dialect and English are [a:], [(?)], [au], [(e)], [e (?)], [(?)] And [(?)]; the increase in syllables is mainly characterized by the insertion of [(?)], [I] or [u] after the consonant at the beginning or end of the syllable; the short or short syllables are mainly expressed as [I:] [I] no distinction, [(?)] No distinction, [a:] [(?)] [u:] [u] and [(?):] [(?)] No distinction. The supersyllabic level is mainly reflected in stress, intonation, ligation, group of meanings and pauses. It is obvious that the students in Changzhou area have pronunciation errors and monotonous intonation in word stress and sentence stress. In view of the negative transfer effect of local dialects on English pronunciation, the author puts forward some specific teaching suggestions from two aspects: segmental level and supersyllabic level.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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