二语学习者语块韵律与口语流利性的相关性研究

发布时间：2018-01-24 03:51

本文关键词： 韵律语块口语流利性二语学习者　出处：《中北大学》2016年硕士论文　论文类型：学位论文

【摘要】：作为影响二语学习者口语流利性最重要的因子之一,韵律特征总是被人们忽视(王军,2013)。一方面,教师们通常不愿意在课堂上处理韵律问题,因为韵律问题比较复杂微妙,不易被学生掌握,而且关于韵律的教科书在市面上也不多见。另一方面,尽管二语习得者从来没有在课堂上系统地学习过韵律学,但他们在实际口语产出过程中却总会频繁地下意识地受到母语韵律带给他们的各种影响,比如节奏模式等。本研究旨在调查二语学习者的口语流利性和语块韵律之间的关系。旨在解决如下问题:1、二语学习者的口语流利性和语块韵律之间有什么联系?2、口语流利性与语块韵律的相关程度如何,也就是说韵律与口语流利性的哪一项指标最相关,哪一项最不相关?样本为随机挑选的来自华沙人文社会科学大学Erasmus交换生项目的30名研究生二年级的学生,其中女性17名,男性13名,年龄均在25到26之间。实验要求受试者对在波兰学习的感受进行两到三分钟的简短演讲。演讲内容将会被录音,然后用cool Edit Pro 2.1进行转写和数据分析。用来测量口语流利性的变量有十个,且被划分为三类:时间性指标、语言学指标和表达性指标。对于语块的划分,作者采用了Lewis的划分方式。此外,作者采用了Grabe的测量公式对韵律进行了计算。最后,作者用SPSS对口语流利性和语块韵律进行了相关性分析。结果表明,流利非母语者和不流利非母语者在韵律上的某些特点(如音调)是流利能力的重要方面。并且通过对非母语者话轮模式影响其流利性与否的考察,肯定了韵律在评价流利性时所起的作用。此外,二语学习者的口语流利性和语块韵律表现出正相关,也就是说,随着二语学习者口语流利性的不断提高,其语块表现也在逐步改善。而且,其韵律特性与流利性的时间性指标最为相关。基于以上研究发现,本文对二语教师应该如何使用韵律教学来提高二语学习者的口语流利性提出了一些教学建议。
[Abstract]:As one of the most important factors affecting the oral fluency of L2 learners, prosodic characteristics are always neglected (Wang Jun / 2013). On the one hand, teachers are usually unwilling to deal with prosodic problems in class. Because prosody problems are complex and subtle, they are not easy for students to master, and there are few textbooks on prosody in the market. On the other hand, although second language learners have never systematically studied prosody in class. However, they are often subconsciously influenced by the prosody of their mother tongue in the process of actual oral production. The purpose of this study is to investigate the relationship between oral fluency and chunky prosody of L2 learners. The purpose of this study is to solve the following question: 1. What is the relationship between L2 learners' oral fluency and chunks' prosody? (2) what is the correlation between oral fluency and chunky prosody, that is to say, which is the most and which is most irrelevant to oral fluency? The sample was randomly selected from 30 second-year graduate students from the Erasmus exchange program of Warsaw University of Humanities and Social Sciences, of whom 17 were women and 13 were men. The subjects were asked to give two to three minutes of short speeches about the experience of learning in Poland. The speech was recorded. Then we use cool Edit Pro 2.1 to translate and analyze the data. There are ten variables used to measure oral fluency, and they are divided into three categories: timeliness index. Linguistic indicators and expressive indicators. For the division of lexical chunks, the author adopts the method of Lewis. In addition, the author calculates the prosody by using the measurement formula of Grabe. The author uses SPSS to analyze the correlation between oral fluency and chunky prosody. The rhythmic characteristics (such as tones) of non-native speakers and non-native speakers are important aspects of fluency. In addition, the oral fluency of L2 learners is positively correlated with chunk prosody, that is, with the improvement of L2 learners' oral fluency. Moreover, its prosodic characteristics are most closely related to the timeliness of fluency, based on the findings above. This paper puts forward some teaching suggestions on how to improve the oral fluency of L2 learners by using prosodic teaching.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H09

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