汉语学习者口语韵律边界的位置研究
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摘要
本研究考察韩国汉语学习者在产出句子时的韵律边界的位置。研究结果表明:(1母语者和高水平学习者在四种句法关系内部产生韵律边界的频率排序一致,由高到低表达为:主谓关系>动宾关系=偏正关系>述补关系;(2)低水平学习者韵律边界的产生位置频率表达为:主谓关系>偏正关系>动宾关系=述补关系,该位置分布模式和高水平学习者、母语者的位置分布模式不同。研究结果说明高水平学习者将边界置于合理的句法关系之间的能力更强,这可能是高水平学习者的句法能力优于低水平学习者的结果。
This paper investigates the prosodic boundary location of learners of Chinese in sentence production. Two language levels with thirty participants were included in the research and fifteen native speakers' performances were recorded as the baseline. Participants' speech production was elicited by sentence memorization tasks and the sentences were transcribed and analyzed by Praat(5.4). This study compared the prosodic boundary location between learners of Chinese and the native speakers. The results show that the prosodic boundary location appears in a hierarchy among native speakers and the high-level learners' group. Both groups pause the most frequent between the subject and the predicate, the predicate-object and the head-modifier equally rank the second place, and the predicate-complement is the last. However, lower-level learners have not demonstrated same pattern under same circumstance.
This paper investigates the prosodic boundary location of learners of Chinese in sentence production. Two language levels with thirty participants were included in the research and fifteen native speakers' performances were recorded as the baseline. Participants' speech production was elicited by sentence memorization tasks and the sentences were transcribed and analyzed by Praat(5.4). This study compared the prosodic boundary location between learners of Chinese and the native speakers. The results show that the prosodic boundary location appears in a hierarchy among native speakers and the high-level learners' group. Both groups pause the most frequent between the subject and the predicate, the predicate-object and the head-modifier equally rank the second place, and the predicate-complement is the last. However, lower-level learners have not demonstrated same pattern under same circumstance.
引文
[1]曹剑芬.基于语法信息的汉语韵律结构预测[J].中文信息学报,2003,(3).
[2]陈梦恬.第二语言学习者的汉语口语韵律切分能力研究[D].北京语言大学硕士学位论文,2015.
[3]陈默.韩国留学生汉语句子停延习得的实验分析[J].暨南大学华文学院学报,2007,(2).
[4]陈默,王建勤.汉语作为第二语言的口语产出韵律边界特征的个案研究[J].汉语学习,2008,(4).
[5]陈默.汉语作为第二语言的自然口语韵律的发展研究[R].第十二届全国人机语音通讯学术会议论文集,2013.
[6]陈默.汉语作为第二语言自然口语产出的复杂度、准确度和流利度研究[J].语言教学与研究,2015,(3).
[7]董捷.中级阶段汉语口语流利度调查与分析[D].复旦大学博士学位论文,2011.
[8]高思畅,王建勤.韩国汉语学习者口语韵律组块的特征[J].云南师范大学学报(对外汉语教学与研究版),2018,(1).
[9]高思畅,王建勤.句法成分长度对汉语二语学习者口语韵律组块的影响[J].语言教学与研究,2019,(1).
[10]李爱军.普通话对话中韵律特征的声学表现[J].中国语文,2002,(5).
[11]刘瑜,吴辛夷.汉语二语学习者口语产出的流利度研究[J].华文教学与研究,2016,(4).
[12]南日.构式理论与韩国语“-■”句式教学[J].延边大学学报(社会科学版),2019,(3).
[13]任峥,张胜楠,杨宏.“学习投入”与“学习性投入”的关系辨析[J].北京联合大学学报,2018,(1).
[14]王洪君.汉语非线性音系学[M].北京:北京大学出版社,2001.
[15]王茂林.汉语自然话语韵律模式研究[M].广州:暨南大学出版社,2011.
[16]王冰.韩国学生汉语普通话停顿实验研究[D].暨南大学硕士学位论文,2015.
[17]Augurzky,Petra.Prosodic Phrasing in German Sentence Production:Optimal Length vs.Argument Structure[R].In Proceedings of the 2nd ISCA Workshop on Experimental Linguistics,Greece,2008,8.
[18]Bachenko,J.,Fitzpatrick,E.,&Wright,C.E.The Contribution of Parsing to Prosodic Phrasing in an Experimental Text-to-speech System[R].In Proceedings of the 24th annual meeting on Association for Computational Linguistics,1986.
[19]Cooper,W.E.,&Paccia-Cooper,J.Syntax and Speech[M].Cambridge:Harvard University Press,1980.
[20]de Pijper,J.R.,&Sanderman,A.A.On the Perceptual Strength of Prosodic Boundaries and its Relation to Suprasegmental Cues[J].The Journal of the Acoustical Society of America,1994,96,(4).
[21]Fant,G.,&Kruckenberg,A.On the Quantal Nature of Speech Timing[R].In Spoken Language,Proceedings.,Fourth International Conference on IEEE,1996,(4).
[22]Ferreira,F.Creation of Prosody During Sentence Production[J].Psychological Review,1993,(2).
[23]Ferreira,F.Prosody and Performance in Language Production[J].Language and Cognitive Processes,2007,(22).
[24]Ferreira,F.,&Karimi,H.Prosody,Performance,and Cognitive Skill:Evidence from Individual Differences.In Explicit and Implicit Prosody in Sentence Processing[M].New York:Springer International Publishing,2015.
[25]Gee,J.P.,&Grosjean,F.Performance Structures:A Psycholinguistic and Linguistic Appraisal[J].Cognitive Psychology,1983,(15).
[26]Klatt,D.H.,&Cooper,W.E.Perception of Segment Duration in Sentence Contexts.In Structure and Process in Speech Perception[M].Berlin:Springer,1975.
[27]Lehiste,I.Rhythmic Units and Syntactic Units in Production and Perception[J].The Journal of the Acoustical Society of America,1973,54,(5).
[28]Nespor,M.,&Vogel,I.Prosodic Phonology[M].Berlin:De Gruyter Publishers,2012.
[29]O’Malley,M.,Kloker,D.,&Dara-Abrams,B.Recovering Parentheses from Spoken Algebraic Expressions[R].IEEE Transactions on Audio and Electroacoustics,1973,21,(3).
[30]Selkirk,E.O.Phonology and Syntax:The Relationship between Sound and Structure[M].Cambridge:MITPress,1986.
[31]Sternberg,S.,Monsell,S.,Knoll,R.L.,&Wright,C.E.The Latency and Duration of Rapid Movement Sequences:Comparisons of Speech and Typewriting.Perception and Production of Fluent Speech[M].London:Taylor&Francis Ltd,1980.
[32]Turner,M.,&Ridsdale,J.The Digit Memory Test,Revised Version[Z].2004.
[33]Umeda,N.Boundary:Perceptual&Acoustic Properties&Syntactic&Statistical Determinants[J].Speech&Language,1982,(7).
[34]Wagner,M.Prosody and Recursion[D].Doctoral Dissertation,Massachusetts Institute of Technology,2005.
[35]Watson,D.,&Gibson,E.The Relationship between Intonational Phrasing and Syntactic Structure in Language Production[J].Language and Cognitive Processes,2004,(6).
(1)不同的被试在进行韵律切分时可能会根据句法成分长度、句法成分的位置而采取不同的切分策略,因此,直接比较不同被试组之间因变量的高低并不能说明韵律切分能力的高低。
(2)通过计算所有54个实验句子的卡方值并查X2表可知,df=4时,X20.05=9.49, 54个项目的卡方值都大于9.49,p<0.05,因此,可以说明对句子难度判定的人数有显著差异,大部分被试将句子判定为“2简单以及1很简单”。同时,根据五度量表的打分,每一个句子都得到30名被试的打分平均分,根据Z分标准化法,认为±2.5个标准差以外的句子为异常值,以此为标准剔除了4个打分较高也就是较难的实验句子,最终使用了50个实验句子。
(1)本研究展开了一项10个句子的探测性实验,探测性实验中显示当句子长度为3-5个词时,被试(尤其是母语者)的复述过于流畅,不易感知到语流间断,而当句子为10词以上时,句子的长度带来了被试记忆的困难,很难完整地复述。因此,本研究一共50个句子的长度均控制为6-8个词的长度(10-15个音节)。
[2]陈梦恬.第二语言学习者的汉语口语韵律切分能力研究[D].北京语言大学硕士学位论文,2015.
[3]陈默.韩国留学生汉语句子停延习得的实验分析[J].暨南大学华文学院学报,2007,(2).
[4]陈默,王建勤.汉语作为第二语言的口语产出韵律边界特征的个案研究[J].汉语学习,2008,(4).
[5]陈默.汉语作为第二语言的自然口语韵律的发展研究[R].第十二届全国人机语音通讯学术会议论文集,2013.
[6]陈默.汉语作为第二语言自然口语产出的复杂度、准确度和流利度研究[J].语言教学与研究,2015,(3).
[7]董捷.中级阶段汉语口语流利度调查与分析[D].复旦大学博士学位论文,2011.
[8]高思畅,王建勤.韩国汉语学习者口语韵律组块的特征[J].云南师范大学学报(对外汉语教学与研究版),2018,(1).
[9]高思畅,王建勤.句法成分长度对汉语二语学习者口语韵律组块的影响[J].语言教学与研究,2019,(1).
[10]李爱军.普通话对话中韵律特征的声学表现[J].中国语文,2002,(5).
[11]刘瑜,吴辛夷.汉语二语学习者口语产出的流利度研究[J].华文教学与研究,2016,(4).
[12]南日.构式理论与韩国语“-■”句式教学[J].延边大学学报(社会科学版),2019,(3).
[13]任峥,张胜楠,杨宏.“学习投入”与“学习性投入”的关系辨析[J].北京联合大学学报,2018,(1).
[14]王洪君.汉语非线性音系学[M].北京:北京大学出版社,2001.
[15]王茂林.汉语自然话语韵律模式研究[M].广州:暨南大学出版社,2011.
[16]王冰.韩国学生汉语普通话停顿实验研究[D].暨南大学硕士学位论文,2015.
[17]Augurzky,Petra.Prosodic Phrasing in German Sentence Production:Optimal Length vs.Argument Structure[R].In Proceedings of the 2nd ISCA Workshop on Experimental Linguistics,Greece,2008,8.
[18]Bachenko,J.,Fitzpatrick,E.,&Wright,C.E.The Contribution of Parsing to Prosodic Phrasing in an Experimental Text-to-speech System[R].In Proceedings of the 24th annual meeting on Association for Computational Linguistics,1986.
[19]Cooper,W.E.,&Paccia-Cooper,J.Syntax and Speech[M].Cambridge:Harvard University Press,1980.
[20]de Pijper,J.R.,&Sanderman,A.A.On the Perceptual Strength of Prosodic Boundaries and its Relation to Suprasegmental Cues[J].The Journal of the Acoustical Society of America,1994,96,(4).
[21]Fant,G.,&Kruckenberg,A.On the Quantal Nature of Speech Timing[R].In Spoken Language,Proceedings.,Fourth International Conference on IEEE,1996,(4).
[22]Ferreira,F.Creation of Prosody During Sentence Production[J].Psychological Review,1993,(2).
[23]Ferreira,F.Prosody and Performance in Language Production[J].Language and Cognitive Processes,2007,(22).
[24]Ferreira,F.,&Karimi,H.Prosody,Performance,and Cognitive Skill:Evidence from Individual Differences.In Explicit and Implicit Prosody in Sentence Processing[M].New York:Springer International Publishing,2015.
[25]Gee,J.P.,&Grosjean,F.Performance Structures:A Psycholinguistic and Linguistic Appraisal[J].Cognitive Psychology,1983,(15).
[26]Klatt,D.H.,&Cooper,W.E.Perception of Segment Duration in Sentence Contexts.In Structure and Process in Speech Perception[M].Berlin:Springer,1975.
[27]Lehiste,I.Rhythmic Units and Syntactic Units in Production and Perception[J].The Journal of the Acoustical Society of America,1973,54,(5).
[28]Nespor,M.,&Vogel,I.Prosodic Phonology[M].Berlin:De Gruyter Publishers,2012.
[29]O’Malley,M.,Kloker,D.,&Dara-Abrams,B.Recovering Parentheses from Spoken Algebraic Expressions[R].IEEE Transactions on Audio and Electroacoustics,1973,21,(3).
[30]Selkirk,E.O.Phonology and Syntax:The Relationship between Sound and Structure[M].Cambridge:MITPress,1986.
[31]Sternberg,S.,Monsell,S.,Knoll,R.L.,&Wright,C.E.The Latency and Duration of Rapid Movement Sequences:Comparisons of Speech and Typewriting.Perception and Production of Fluent Speech[M].London:Taylor&Francis Ltd,1980.
[32]Turner,M.,&Ridsdale,J.The Digit Memory Test,Revised Version[Z].2004.
[33]Umeda,N.Boundary:Perceptual&Acoustic Properties&Syntactic&Statistical Determinants[J].Speech&Language,1982,(7).
[34]Wagner,M.Prosody and Recursion[D].Doctoral Dissertation,Massachusetts Institute of Technology,2005.
[35]Watson,D.,&Gibson,E.The Relationship between Intonational Phrasing and Syntactic Structure in Language Production[J].Language and Cognitive Processes,2004,(6).
(1)不同的被试在进行韵律切分时可能会根据句法成分长度、句法成分的位置而采取不同的切分策略,因此,直接比较不同被试组之间因变量的高低并不能说明韵律切分能力的高低。
(2)通过计算所有54个实验句子的卡方值并查X2表可知,df=4时,X20.05=9.49, 54个项目的卡方值都大于9.49,p<0.05,因此,可以说明对句子难度判定的人数有显著差异,大部分被试将句子判定为“2简单以及1很简单”。同时,根据五度量表的打分,每一个句子都得到30名被试的打分平均分,根据Z分标准化法,认为±2.5个标准差以外的句子为异常值,以此为标准剔除了4个打分较高也就是较难的实验句子,最终使用了50个实验句子。
(1)本研究展开了一项10个句子的探测性实验,探测性实验中显示当句子长度为3-5个词时,被试(尤其是母语者)的复述过于流畅,不易感知到语流间断,而当句子为10词以上时,句子的长度带来了被试记忆的困难,很难完整地复述。因此,本研究一共50个句子的长度均控制为6-8个词的长度(10-15个音节)。