中国英语学习者/l/-/r/产出的可理解度

doi:10.3969/j.issn.1674-8921.2019.02.006

当代外语研究 ›› 2019, Vol. 19 ›› Issue (02): 44-56.doi: 10.3969/j.issn.1674-8921.2019.02.006

中国英语学习者/l/-/r/产出的可理解度

薛小姣, 王小楠, 周卫京

扬州大学,扬州,225100

出版日期:2019-03-28 发布日期:2019-04-25
作者简介:薛小姣,博士,扬州大学外国语学院讲师。主要研究方向为二语习得、实验语音学。电子邮箱:xjxue@yzu.edu.cn
基金资助:
*本文系2015年度扬州大学人文社科基金项目“高校英语教师对大学生英语语音能力的测评模式研究”(编号xjj2015-30)的阶段性成果。

A Study on the Intelligibility of Chinese Learners' Productions of English /l/-/r/

XUE Xiaojiao, WANG Xiaonan, ZHOU Weijing

Online:2019-03-28 Published:2019-04-25

摘要/Abstract

摘要： 本研究在“世界英语”的框架下,以“可理解度原则”为基础,探讨中国英语学习者是否可以产出能够被理解的英语辅音对比音/l/-/r/。十名英语本族语者参加感知实验,获得了中国英语学习者在不同语音组合位置、语境信息丰富度和邻词密度下/l/-/r/产出的可理解度数据。结果显示:(1) 本族语者对中国英语学习者不同语音组合位置下/l/-/r/的可理解度程度排序为:低水平语料的词首/l/>词尾/r/>词尾/l/>词首/r/;高水平语料的词首/l/-/r/>词尾/l/-/r/;对最小对立体的可理解度低于非最小对立体;语句语境下/l/-/r/的可理解度最高,单词语境次之,音段语境下的可理解度最低。(2) 语料中的二语水平对本族语者可理解度的影响虽然在音段和单词语境有体现,但是在语句语境中没有体现。研究为我国英语语音教学和可理解度相关研究提供启示。中国英语学习者需加强练习最小对立体下的/l/-/r/发音,对于高水平的英语学习者来说,需着重练习词尾/l/-/r/的发音。

关键词: 可理解度, 语音组合位置, 邻词密度, 语境信息丰富度

中图分类号:

H039

薛小姣, 王小楠, 周卫京. 中国英语学习者/l/-/r/产出的可理解度[J]. 当代外语研究, 2019, 19(02): 44-56.

XUE Xiaojiao, WANG Xiaonan, ZHOU Weijing. A Study on the Intelligibility of Chinese Learners' Productions of English /l/-/r/[J]. Contemporary Foreign Languages Studies, 2019, 19(02): 44-56.

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中国英语学习者/l/-/r/产出的可理解度

A Study on the Intelligibility of Chinese Learners' Productions of English /l/-/r/

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