二语语音感知及与产出的相关性研究 ———来自日语促音习得的实验证据

任宏昊

外语教学理论与实践 ›› 2022, Vol. 179 ›› Issue (3) : 115.

外语教学理论与实践 ›› 2022, Vol. 179 ›› Issue (3) : 115.
理论与实践

二语语音感知及与产出的相关性研究 ———来自日语促音习得的实验证据

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L2 Speech perception and its Correlation with Production:Evidence from Speech Acquisition of Japanese Gemination by Chinese Learners

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摘要

本研究以10名日语母语者及40名不同方言背景的高级日语学习者为研究对象,通过两阶段的语音感知实验,对其促音、非促音对立的感知情况进行对比与探讨。结果发现,促音、非促音对立感知对受刺激音拍数影响较大,且各受试组均能以促音部时长与总词长比例为变量表现促音与非促音高水平的范畴感知。同时,母语(方言)差异导致促音、非促音对立显著不同的感知倾向,在其感知水平上可见由母语(方言)引起的语言迁移现象,进而明确该因素作为非时长性线索的影响。研究还通过对照促音、非促音感知与产出指标,证实语音感知优先于产出水平,为进一步诠释语音习得两过程的关系提供实验语言学参考指标,证实语音感知优先于产出水平,为进一步诠释语音习得两过程的关系提供实验语言学参考。

Abstract

This study employed 10 native Japanese speakers and 40 advanced Japanese learners with different dialectal backgrounds as subjects. We explored the perceptual tendency of Japanese singleton and geminate contrasts by conducting 2-step speech perception experiments. The results showed that the perception of singleton/ geminate contrasts was greatly affected by mora types,and all subject groups showed high level of categorical perception by adopting CD/ EWD as variable. At the same time, differences in mother tongue (dialect) led to significantly different perceptual tendencies of Japanese singleton / geminate contrasts. Language transfers due to mother tongue (dialect) could be seen as well on the perceptual level, thus clarifying the influence of this factor as a non-timing cue. This study also clarified that speech perception takes precedence over speech production by contrasting performances between speech perception and production. It provides an experimental linguistic reference for further interpreting the relationship between these two processes in speech acquisition.

关键词

二语习得 / 语音感知 / 相关性 / 促音

Key words

L2 acquisition / speech perception / correlation / Japanese geminate consonant

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导出引用
任宏昊. 二语语音感知及与产出的相关性研究 ———来自日语促音习得的实验证据[J]. 外语教学理论与实践. 2022, 179(3): 115
L2 Speech perception and its Correlation with Production:Evidence from Speech Acquisition of Japanese Gemination by Chinese Learners[J]. Foreign Language Learning Theory and Practice. 2022, 179(3): 115

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