不同水平学习者对英语语调感知的实证研究
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摘要
本文借助实验语音学手段合成实验语料,考察中国学习者对英语语调的感知。结果发现:1)中国学习者对句尾边界调的感知结果与英语母语者相似,把所有调型分为下降调和上升调两组;2)中国学习者对音高重音的感知与英语母语者不同,中国学习者对下降调组内的分类主要依据音高重音个数,而英语母语者分类依据是核心重音,即焦点的位置;3)中国学习者对英语语调感知的结果受到英语水平的影响,随着英语水平的提高,学习者对下降调的分组会不仅参考音高重音个数,而且考虑焦点位置。总体来说,学习者对语调感知的难点不是语音维度的感知,而是语义维度的加工,学习者在语调形式与意义的关联上产生困难,但随着二语水平的提高,学习者逐渐把语调的形式与意义作为一个整体考虑,形成构式整体的加工方式。
Using one English sentence resynthesized with different intonation contours, the paper investigates the perception of English intonation by Chinese learners of different profi ciency. The results reveal perceptual similarities and differences between Native speakers and Chinese learners. On the one hand, all participants separated the falling from the rising contours. On the other hand, multidimensional scaling results show that Chinese learners produced statically different conceptual confi gurations for the falling contours. Native speakers tend to classify the falling contours according to the nuclear accent location while Chinese learners, especially learners of lower profi ciency, mainly refer to the number of pitch accents. Chinese learners may pay more attention to pitch contour changes than the meaning conveyed by the intonation contours. The results also highlight the effects of English proficiency. Chinese learners of high English proficiency also consider nuclear accent location as one criterion for classifying intonation contours. In summary, higher levels of processing such as learning the form-meaning associations are a source of difficulty in acquiring L2 speech. With increasing of English profi ciency, Chinese learners began to process the intonation contour as aconstruct, resulting in more native-like perception.
Using one English sentence resynthesized with different intonation contours, the paper investigates the perception of English intonation by Chinese learners of different profi ciency. The results reveal perceptual similarities and differences between Native speakers and Chinese learners. On the one hand, all participants separated the falling from the rising contours. On the other hand, multidimensional scaling results show that Chinese learners produced statically different conceptual confi gurations for the falling contours. Native speakers tend to classify the falling contours according to the nuclear accent location while Chinese learners, especially learners of lower profi ciency, mainly refer to the number of pitch accents. Chinese learners may pay more attention to pitch contour changes than the meaning conveyed by the intonation contours. The results also highlight the effects of English proficiency. Chinese learners of high English proficiency also consider nuclear accent location as one criterion for classifying intonation contours. In summary, higher levels of processing such as learning the form-meaning associations are a source of difficulty in acquiring L2 speech. With increasing of English profi ciency, Chinese learners began to process the intonation contour as aconstruct, resulting in more native-like perception.
引文
Beckman,M.&G.Ayers.1997.Guidelines for To BI Labeling,version 3[OL].http://ling.ohiostate.edu/~tobi/ame_tobi/(accessed 26/11/2016).
Best,C.1995.A direct realist view of cross-language speech perception[A].In W.Strange(ed.).Speech Perception and Linguistic Experience:Issues in Cross-language Research[C].Timonium,MD.:York Press.171-204.
Braun,B.,A.Dainora&M.Ernestus.2011.An unfamiliar intonation contour slows down online speech comprehension[J].Language and Cognitive Processes 26:350-375.
Dupoux,E.,C.Pallier,N.Sebastian&J.Mehler.1997.A distressing“deafness”in French?[J].Journal of Memory and Language 36:406-421.
Flege,J.1995.Second language speech learning:Theory,fi nding and problems[A].In W.Strange(ed.).Speech Perception and Linguistic Experience:Issues in Cross-language Research[C].Timonium,MD.:York Press.233-277.
Grabe,E.2001.The IVi E labelling guide version 3[OL].http://www.phon.ox.ac.uk/fi les/apps/old_IVi E/index.html(accessed 26/11/2016).
Grabe,E.,B.Rosner,J.García-albea&X.L.Zhou.2003.Perception of English intonation by English,Spanish,and Chinese listeners[J].Language and Speech 46:375-401.
Gussenhoven,C.1983.Focus,mode and the nucleus[J].Journal of Linguistics 19:377-417.
Gussenhoven,C.&A.J.Chen.2000.Universal and language-specifi c effects in the perception of question intonation[R].Paper presented at the Sixth International Conference on Spoken Language Processing,ICSLP 2000,Beijing,China,October 2000.
Ji,X.L.,X.Wang&A.J.Li.2009.Intonation patterns of yes-no questions for Chinese EFLlearners[R].Paper presented at 2009 Oriental COCOSDA International Conference on Speech Database and Assessments,Beijing,China,August 2009.
Kreiner,H.&Z.Eviatar.2014.The missing link in the embodiment of syntax:Prosody[J].Brain&Language 137:91-102.
Liu,C.&A.Rodriguez.2012.Categorical perception of intonation contrasts:Effects of listeners’language background[J].Journal of the Acoustical Society of America 131:427-433.
Liu,F.&Y.Xu.2005.Parallel encoding of focus and interrogative meaning in Mandarin intonation[J].Phonetica 62(24):70-87.
Mennen,I.2015.Beyond segments:Towards a L2 intonation learning theory[A].In E.DelaisRoussarie(ed.).Prosody and Language in Contact[C].Springer:Berlin Heidelberg.171-188.
Mennen,I.,F.Schaeffler&G.Docherty.2012.Cross-language differences in fundamental frequency range:A comparison of English and German[J].Journal of the Acoustical Society of America 131:2249-2260.
Ortega-Llebaria,M.&L.Colantoni.2014.L2 English intonation:Relations between formmeaning associations,access to meaning and L1 transfer[J].Studies in Second Language Acquisition 36:331-353.
Pierrehumbert,J.1980.The Phonology and Phonetics of English Intonation[D].Ph.D.Dissertation.MIT.
毕冉、陈桦,2013,中国英语学习者音调模式的纵深研究[J],《外语与外语教学》(1):50-54。
卜友红,2016,中国英语学习者语调习得问题研究[J],《外语教学与研究》(4):569-582。
陈桦,2006,中国学生朗读口语中的英语调型特点研究[J],《现代外语》(4):418-425。
陈桦,2008,《中国学生英语语调模式研究》[M]。上海:上海外语教育出版社。
陈桦、毕冉,2008,英语专业学生朗读任务中语音能力的发展模式研究[J],《解放军外国语学院学报》(4):43-49。
陈莹,2013,第二语言语音感知研究的理论基础和教学意义[J],《外国语》(3):68-76。
段文君、贾媛、冉启斌,2013,山东方言焦点语音实现的共性和差异性特征--以济南、聊城、淄博方言为例[J],《清华大学学报(自然科学版)》(6):835-838。
贾媛、李爱军,2005,IVi E:语调标注系统介绍[J],《声学技术》(3):213-217。
林秋茗,2011,中国学生英语韵律习得与性别的关联研究[J],《现代外语》(2):195-201。
马秋武、贾媛,2009,语调音系学综览[J],《南开语言学刊》(1):85-92。
孟小佳、王红梅,2009,中国英语学习者朗读口语的边界调模式研究[J],《外语教学与研究》(6):447-4 51。
杨军,2006,中国大学生英语朗读中的语调短语划分不当[J],《现代外语》(4):409-417。
张辉,2017,运用神经科学方法探寻二语习得的影响因素与瓶颈效应[J],《中国外语》(2):14-19。
张文彤,2004,《SPSS统计分析高级教程》[M]。北京:高等教育出版社。
1 ToBI标注系统是基于AM理论提出的韵律标注系统,标注一共有四层:音调层、正则层、间断指数层和杂类层。音调层标记语调变化,包括了H*、L*、L*+H、L+H*和!H+H*五种音高重音、H-、L-两种短语边界以及H%、L%两种边界调(贾媛、李爱军2005)。
2 在AM理论基础上,Pierreh umbert(1980)总结出22种常见的英语调型。其中陈述句调型为H*L-L%(本研究中的F2),一般疑问句调型为L*H-H%。而我们前期语调产出实验(Ji et al.2009)发现,中国学习者一般疑问句核心重音在非句末时,其核心重音的实现方式与陈述句相似,用H*或者H*L来实现重音,与美国母语者一般疑问句有很大区别(本研究中的R6)。
3 IViE标注系统是基于IViE语料库,由ToBI发展而来的对英语韵律标注的系统,共列举了七种语调的音系表述形式:H*、L*、H*L、!H*L、L*H、L*HL和H*LH(Grabe 2001)。Grabe et al.(2003)中对语调调型采用了IViE标注,本研究为了方便与之对比,也用IViE对实验语料进行标注。
Best,C.1995.A direct realist view of cross-language speech perception[A].In W.Strange(ed.).Speech Perception and Linguistic Experience:Issues in Cross-language Research[C].Timonium,MD.:York Press.171-204.
Braun,B.,A.Dainora&M.Ernestus.2011.An unfamiliar intonation contour slows down online speech comprehension[J].Language and Cognitive Processes 26:350-375.
Dupoux,E.,C.Pallier,N.Sebastian&J.Mehler.1997.A distressing“deafness”in French?[J].Journal of Memory and Language 36:406-421.
Flege,J.1995.Second language speech learning:Theory,fi nding and problems[A].In W.Strange(ed.).Speech Perception and Linguistic Experience:Issues in Cross-language Research[C].Timonium,MD.:York Press.233-277.
Grabe,E.2001.The IVi E labelling guide version 3[OL].http://www.phon.ox.ac.uk/fi les/apps/old_IVi E/index.html(accessed 26/11/2016).
Grabe,E.,B.Rosner,J.García-albea&X.L.Zhou.2003.Perception of English intonation by English,Spanish,and Chinese listeners[J].Language and Speech 46:375-401.
Gussenhoven,C.1983.Focus,mode and the nucleus[J].Journal of Linguistics 19:377-417.
Gussenhoven,C.&A.J.Chen.2000.Universal and language-specifi c effects in the perception of question intonation[R].Paper presented at the Sixth International Conference on Spoken Language Processing,ICSLP 2000,Beijing,China,October 2000.
Ji,X.L.,X.Wang&A.J.Li.2009.Intonation patterns of yes-no questions for Chinese EFLlearners[R].Paper presented at 2009 Oriental COCOSDA International Conference on Speech Database and Assessments,Beijing,China,August 2009.
Kreiner,H.&Z.Eviatar.2014.The missing link in the embodiment of syntax:Prosody[J].Brain&Language 137:91-102.
Liu,C.&A.Rodriguez.2012.Categorical perception of intonation contrasts:Effects of listeners’language background[J].Journal of the Acoustical Society of America 131:427-433.
Liu,F.&Y.Xu.2005.Parallel encoding of focus and interrogative meaning in Mandarin intonation[J].Phonetica 62(24):70-87.
Mennen,I.2015.Beyond segments:Towards a L2 intonation learning theory[A].In E.DelaisRoussarie(ed.).Prosody and Language in Contact[C].Springer:Berlin Heidelberg.171-188.
Mennen,I.,F.Schaeffler&G.Docherty.2012.Cross-language differences in fundamental frequency range:A comparison of English and German[J].Journal of the Acoustical Society of America 131:2249-2260.
Ortega-Llebaria,M.&L.Colantoni.2014.L2 English intonation:Relations between formmeaning associations,access to meaning and L1 transfer[J].Studies in Second Language Acquisition 36:331-353.
Pierrehumbert,J.1980.The Phonology and Phonetics of English Intonation[D].Ph.D.Dissertation.MIT.
毕冉、陈桦,2013,中国英语学习者音调模式的纵深研究[J],《外语与外语教学》(1):50-54。
卜友红,2016,中国英语学习者语调习得问题研究[J],《外语教学与研究》(4):569-582。
陈桦,2006,中国学生朗读口语中的英语调型特点研究[J],《现代外语》(4):418-425。
陈桦,2008,《中国学生英语语调模式研究》[M]。上海:上海外语教育出版社。
陈桦、毕冉,2008,英语专业学生朗读任务中语音能力的发展模式研究[J],《解放军外国语学院学报》(4):43-49。
陈莹,2013,第二语言语音感知研究的理论基础和教学意义[J],《外国语》(3):68-76。
段文君、贾媛、冉启斌,2013,山东方言焦点语音实现的共性和差异性特征--以济南、聊城、淄博方言为例[J],《清华大学学报(自然科学版)》(6):835-838。
贾媛、李爱军,2005,IVi E:语调标注系统介绍[J],《声学技术》(3):213-217。
林秋茗,2011,中国学生英语韵律习得与性别的关联研究[J],《现代外语》(2):195-201。
马秋武、贾媛,2009,语调音系学综览[J],《南开语言学刊》(1):85-92。
孟小佳、王红梅,2009,中国英语学习者朗读口语的边界调模式研究[J],《外语教学与研究》(6):447-4 51。
杨军,2006,中国大学生英语朗读中的语调短语划分不当[J],《现代外语》(4):409-417。
张辉,2017,运用神经科学方法探寻二语习得的影响因素与瓶颈效应[J],《中国外语》(2):14-19。
张文彤,2004,《SPSS统计分析高级教程》[M]。北京:高等教育出版社。
1 ToBI标注系统是基于AM理论提出的韵律标注系统,标注一共有四层:音调层、正则层、间断指数层和杂类层。音调层标记语调变化,包括了H*、L*、L*+H、L+H*和!H+H*五种音高重音、H-、L-两种短语边界以及H%、L%两种边界调(贾媛、李爱军2005)。
2 在AM理论基础上,Pierreh umbert(1980)总结出22种常见的英语调型。其中陈述句调型为H*L-L%(本研究中的F2),一般疑问句调型为L*H-H%。而我们前期语调产出实验(Ji et al.2009)发现,中国学习者一般疑问句核心重音在非句末时,其核心重音的实现方式与陈述句相似,用H*或者H*L来实现重音,与美国母语者一般疑问句有很大区别(本研究中的R6)。
3 IViE标注系统是基于IViE语料库,由ToBI发展而来的对英语韵律标注的系统,共列举了七种语调的音系表述形式:H*、L*、H*L、!H*L、L*H、L*HL和H*LH(Grabe 2001)。Grabe et al.(2003)中对语调调型采用了IViE标注,本研究为了方便与之对比,也用IViE对实验语料进行标注。