从语言迁移角度看沈阳方言语音对英语语音习得的影响
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摘要
英语语音的学习是英语学习中的基础。众所周知,中国学生学英语费时多,投入的精力大,但收效低。对于不能说标准普通话的沈阳本地学生来说,在学习英语时,由于沈阳方言语音中个别声母和韵母与普通话有差别,受到了方言语音负迁移的干扰,将方言语音运用到英语语音的发音中,影响了与英语本族语人的交流。对于沈阳本地学生来说如何掌握标准的英语发音就必须得了解英语语音与沈阳方言语音的差别,从而在英语语音的学习中有的放矢,消除方言语音的影响,更快地学习掌握两种语音系统中相同的语音,区别相似的音并正确掌握英语中存在但是在沈阳方言中没有的音。
本文以沈阳地区的两所中学初一的48名本地学生为研究对象,通过问卷,访谈,和录音听辨相结合的方法调查沈阳地区学生英语语音学习的情况,作者旨在探究沈阳方言语音如何影响本地学生英语发音及其原因。
研究结果表明沈阳方言语音与英语语音相似的音是沈阳本地学生学习的难点。
首先,沈阳本地学生英语公认元音[(?)：]和[(?)]受到了沈阳韵母e[(?)]的负迁移影响；英语公认双元音[u(?)]受到了沈阳韵母ue[u(?)]的负迁移影响；其次,沈阳本地学生的英语公认辅音[(?)]受到了沈阳声母s[s]的负迁移影响；英语公认辅音[3],[d3]和[dr]受到了沈阳声母z[ts]的负迁移影响；英语公认辅音[t(?)]和[tr]受到了沈阳声母c[tsh]的负迁移影响；英语公认辅音[r]受到了普通话声母r[z]的负迁移影响。再次,沈阳本地学生通常按照汉语的发音习惯,在以辅音[s],[z],[(?)],[(?)],[t(?)],[d(?)],[(?)]和[(?)]结尾的词后添加沈阳方言韵母-i[(?)]；在以[t],[d],[k]和[g]结尾的词后添加沈阳方言韵母e[(?)]。
该研究给沈阳本地学生和英语教师的启示是：重视沈阳方言语音给英语语音学习带来的影响,从根本上纠正不正确的发音习惯,从而在英语语音学习的关键阶段给沈阳本地学生奠定一个良好的发音基础。
Learning English pronunciation is the foundation of English study. It is known to all that Chinese students learn English spending more time and putting into more energy but gaining less. To Shenyang local students who cannot speak standard Chinese Putonghua, they are usually influenced by Shenyang local accent when they speak English. The reason is possibly due to the difference from some vowel phonemes and consonant ones between Shenyang dialect and English. When negative transfer of Shenyang local accent appears, Shenyang local students are possibly to be influenced by it when they pronounce English. Knowing the differences between the two sound systems enables the students to get rid of the national or region dialects in learning English speech sounds. In this way, they can easily master the same sounds in English and Shenyang dialect, distinguish the similar ones and notice those ones only existing in English.
Taking 48 first-year students from two junior middle schools in Shenyang as the participants, the thesis is conducted by means of questionnaire, tape-recording, and face-to-face interview. The author aims to find out the influences of Shenyang local accent on the acquisition of RP vowels and consonants and to ask for reasons.
The results show that those pronunciation problems of Shenyang local students fall into three categories:Confusable Vowels, Confusable Consonants and Additional Vowels.
First of all, Shenyang local students use Shenyang final e [(?)] to replace English central vowels [(?):] and [(?)]; use Shenyang ue [u(?)] to replace RP diphthong [u(?)].
Secondly, they use Shenyang initial s[s] to replace RP fricative consonant [(?)]; they use Shenyang initial z [ts] to replace RP fricative consonant [3], and RP affricate consonants [d3] and [dr]; they use Shenyang initial c [tsh] to replace RP affricate consonants [t(?)] and [tr]; they use Chinese Putonghua initial r [z] to replace RP approximant consonant [r].
Thirdly, Shenyang local students use the habits of Chinese pronunciation to pronounce in English—add a Shenyang final-i[(?)] after RP consonants of alveolar [s], [z], [t(?)], [d(?)], [(?)], and [(?)], and dental [(?)], [(?)]; add a Shenyang final e [(?)] after RP consonants of alveolar [t], [d], and velar [k], [g].
The implication of this study is that both Shenyang local students and teachers should pay attention to the influence of Shenyang dialect's accent on the acquisition of British Received Pronunciation, avoid the negative transfer, and get rid of inaccurate pronunciation habits, consequently, Shenyang local students can succeed in pronouncing standard English speech sounds.
本文以沈阳地区的两所中学初一的48名本地学生为研究对象,通过问卷,访谈,和录音听辨相结合的方法调查沈阳地区学生英语语音学习的情况,作者旨在探究沈阳方言语音如何影响本地学生英语发音及其原因。
研究结果表明沈阳方言语音与英语语音相似的音是沈阳本地学生学习的难点。
首先,沈阳本地学生英语公认元音[(?)：]和[(?)]受到了沈阳韵母e[(?)]的负迁移影响；英语公认双元音[u(?)]受到了沈阳韵母ue[u(?)]的负迁移影响；其次,沈阳本地学生的英语公认辅音[(?)]受到了沈阳声母s[s]的负迁移影响；英语公认辅音[3],[d3]和[dr]受到了沈阳声母z[ts]的负迁移影响；英语公认辅音[t(?)]和[tr]受到了沈阳声母c[tsh]的负迁移影响；英语公认辅音[r]受到了普通话声母r[z]的负迁移影响。再次,沈阳本地学生通常按照汉语的发音习惯,在以辅音[s],[z],[(?)],[(?)],[t(?)],[d(?)],[(?)]和[(?)]结尾的词后添加沈阳方言韵母-i[(?)]；在以[t],[d],[k]和[g]结尾的词后添加沈阳方言韵母e[(?)]。
该研究给沈阳本地学生和英语教师的启示是：重视沈阳方言语音给英语语音学习带来的影响,从根本上纠正不正确的发音习惯,从而在英语语音学习的关键阶段给沈阳本地学生奠定一个良好的发音基础。
Learning English pronunciation is the foundation of English study. It is known to all that Chinese students learn English spending more time and putting into more energy but gaining less. To Shenyang local students who cannot speak standard Chinese Putonghua, they are usually influenced by Shenyang local accent when they speak English. The reason is possibly due to the difference from some vowel phonemes and consonant ones between Shenyang dialect and English. When negative transfer of Shenyang local accent appears, Shenyang local students are possibly to be influenced by it when they pronounce English. Knowing the differences between the two sound systems enables the students to get rid of the national or region dialects in learning English speech sounds. In this way, they can easily master the same sounds in English and Shenyang dialect, distinguish the similar ones and notice those ones only existing in English.
Taking 48 first-year students from two junior middle schools in Shenyang as the participants, the thesis is conducted by means of questionnaire, tape-recording, and face-to-face interview. The author aims to find out the influences of Shenyang local accent on the acquisition of RP vowels and consonants and to ask for reasons.
The results show that those pronunciation problems of Shenyang local students fall into three categories:Confusable Vowels, Confusable Consonants and Additional Vowels.
First of all, Shenyang local students use Shenyang final e [(?)] to replace English central vowels [(?):] and [(?)]; use Shenyang ue [u(?)] to replace RP diphthong [u(?)].
Secondly, they use Shenyang initial s[s] to replace RP fricative consonant [(?)]; they use Shenyang initial z [ts] to replace RP fricative consonant [3], and RP affricate consonants [d3] and [dr]; they use Shenyang initial c [tsh] to replace RP affricate consonants [t(?)] and [tr]; they use Chinese Putonghua initial r [z] to replace RP approximant consonant [r].
Thirdly, Shenyang local students use the habits of Chinese pronunciation to pronounce in English—add a Shenyang final-i[(?)] after RP consonants of alveolar [s], [z], [t(?)], [d(?)], [(?)], and [(?)], and dental [(?)], [(?)]; add a Shenyang final e [(?)] after RP consonants of alveolar [t], [d], and velar [k], [g].
The implication of this study is that both Shenyang local students and teachers should pay attention to the influence of Shenyang dialect's accent on the acquisition of British Received Pronunciation, avoid the negative transfer, and get rid of inaccurate pronunciation habits, consequently, Shenyang local students can succeed in pronouncing standard English speech sounds.
引文
1)1A:the sound is aspirated.
2) 2 A-:the sound is unaspirated
3) 3 V:the sound is voiceless
4) 4 V+:the sound is voiced.
5) 5 The letters "w" and "y" are not included in the table of initials in the official Pinyin system. They are an orthographic convention for the medials "i", "u" and "ii" when no initials is present.
1)1Sihu or four final types based on four kinds of medials are categorized by the degree of lip-rounding of the beginning vowel in the finals.
2) 2 Kaikouhu, also called low-vowel-medialed finals, refers to the finals which are not i[i], u[u], u[y] or the finals which do not begin with i[i], u[u], u[y].
3) 3 Qichihu, also called i-medialed finals is the final i[i] and the finals which begin with i[i].
4) 4 Hekouhu, also called u-medialed finals is the final u[u]and the finals which begin with u[u].
5) 5 Cuokouhu, also called y-medialed finals is the finalu[y]and the finals which begin with u[y].
6) 6 ong [u(?)], categorized in the Hekouhu and iong [y(?)] in Cuokouhu are due to their actual pronunciation. According to Scheme for the Chinese Phonetic Alphabet(1958), the purpose of using "ong" instead of "ung" and "iong" instead of "ung" is to avoid making "u" and "a" confusing in the script fonts
1) 1 The full marks in English and Chinese in the entrance exam to the junior middle school are both 100.
2) 2 Total "English Average Score" refers to the English average score of the 48 participants.
3) 3 Total "Chinese Average Score" refers to the Chinese average score of the 48 participants.
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2) 2 A-:the sound is unaspirated
3) 3 V:the sound is voiceless
4) 4 V+:the sound is voiced.
5) 5 The letters "w" and "y" are not included in the table of initials in the official Pinyin system. They are an orthographic convention for the medials "i", "u" and "ii" when no initials is present.
1)1Sihu or four final types based on four kinds of medials are categorized by the degree of lip-rounding of the beginning vowel in the finals.
2) 2 Kaikouhu, also called low-vowel-medialed finals, refers to the finals which are not i[i], u[u], u[y] or the finals which do not begin with i[i], u[u], u[y].
3) 3 Qichihu, also called i-medialed finals is the final i[i] and the finals which begin with i[i].
4) 4 Hekouhu, also called u-medialed finals is the final u[u]and the finals which begin with u[u].
5) 5 Cuokouhu, also called y-medialed finals is the finalu[y]and the finals which begin with u[y].
6) 6 ong [u(?)], categorized in the Hekouhu and iong [y(?)] in Cuokouhu are due to their actual pronunciation. According to Scheme for the Chinese Phonetic Alphabet(1958), the purpose of using "ong" instead of "ung" and "iong" instead of "ung" is to avoid making "u" and "a" confusing in the script fonts
1) 1 The full marks in English and Chinese in the entrance exam to the junior middle school are both 100.
2) 2 Total "English Average Score" refers to the English average score of the 48 participants.
3) 3 Total "Chinese Average Score" refers to the Chinese average score of the 48 participants.
Bernard, H. R.1994. Research Methods in Anthropology:Qualitative and quantitative approaches (2nd ed.). California:Sage.
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