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。
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