基于音乐能力的大学生英语语音能力的实证研究

发布时间：2018-09-01 06:18

【摘要】：外语语音习得受到各种语言因素和非语言因素的影响。很多研究表明音乐和语言之间存在很多的共同之处,并且还指出音乐和语言可能共享大脑处理机制。受此启发,一些外国学者开始关注音乐能力和外语(二语)习得能力之间的关系,并取得了一些成果。国外学者的研究对象跟我国学生大有不同,我国学生大多是以汉语为母语,英语作为外语来学习的。并且我国拥有着大量的英语学习者。然而,我国的相关研究却少之又少。因此,本研究以中国的大学生为调查对象,尝试探讨音乐能力与英语语音能力之间的关系,旨在弥补我国在这方面上的研究不足。本研究一共进行了三种测试和一项关于个人音乐经历的调查问卷。三种测试分别是:音乐能力测试,接受性英语语音能力测试和产出性英语语音能力测试。音乐能力测试采用的是美国著名音乐教育家戈登编写的《高级音乐听想测试》。两种语音能力测试和调查问卷都是研究者本人根据相关资料设计而成。所以,为了确保其信度和效度,都对其进行了项目分析,信度和效度分析。结果显示,测试题与问卷都具有很好的鉴别度,信度和效度。之后,用SPSS17.0对数据进行相关分析和回归分析得出研究结果。此研究共有三个主要的发现。第一,音乐能力与接受性英语语音能力具有相关性,并且会对接受性英语语音能力产生直接的影响。第二,音乐能力与产出性英语语音能力显著相关,并且音乐能力对产出性英语语音能力显示出更为直接的影响。第三,音乐能力与音乐经历高度相关,音乐经历会对音乐能力具有明显的影响作用。本研究结果具有理论上和教学上两方面的启示。理论上,此研究再次证明个人音乐能力会影响英语语音能力。鉴于此,是否可以考虑将音乐能力纳入影响外语(二语)习得的个人差异因素中。教学上,此研究能启发中国的家长和学校重视对孩子的音乐教育和英语语音教育。此外,为英语语音教学提供一个新思路,即英语教师可以借助音乐来帮助学生提高英语语音能力。
[Abstract]:Foreign language phonetic acquisition is influenced by various linguistic and non-linguistic factors. Many studies have shown that music and language have much in common and that music and language may share brain processing mechanisms. Inspired by this, some foreign scholars begin to pay attention to the relationship between musical ability and foreign language (second language) acquisition ability, and have made some achievements. The research object of foreign scholars is quite different from that of Chinese students, most of whom learn Chinese as their mother tongue and English as a foreign language. And China has a large number of English learners. However, there are very few related studies in China. Therefore, this study attempts to explore the relationship between musical ability and English phonological ability in order to make up for the lack of research in this field. This study conducted three tests and a questionnaire on personal music experience. The three tests are: musical proficiency Test, receptive English Phonetics Test and output English phonological proficiency Test. The music ability test is based on the Advanced Music listening Test written by the famous American music educator Gordon. Two kinds of phonological ability tests and questionnaires were designed by the researchers themselves according to the relevant data. In order to ensure its reliability and validity, item analysis, reliability and validity analysis are carried out. The results show that both the test questions and the questionnaire have good discriminations, reliability and validity. After that, the correlation analysis and regression analysis of the data with SPSS17.0 are used to get the research results. There are three main findings in this study. First, the musical ability is correlated with the receptive English phonological ability and has a direct effect on the receptive English phonetic ability. Secondly, the musical ability is significantly related to the productive English phonological ability, and the musical ability has a more direct effect on the productive English phonetic ability. Thirdly, musical ability is highly related to musical experience, and musical experience has obvious influence on musical ability. The results of this study have both theoretical and pedagogical implications. In theory, this study proves once again that personal musical ability affects English phonetic ability. In view of this, we should consider whether to incorporate musical ability into individual differences affecting foreign language (second language) acquisition. In teaching, this research can inspire Chinese parents and schools to pay attention to music education and English phonetic education. In addition, it provides a new idea for English phonetics teaching, that is, English teachers can help students improve their English pronunciation ability with the help of music.
【学位授予单位】：华北电力大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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