台灣大專學生英語發音錯誤分析研究 田志偉、黃自來
E-mail: [email protected]
摘 要
英語發音教學是要解決英語單音、連音、詞重音與句重音、節奏和語調的問題。這些構成英語發音的要素可分為二大部分:
第一部分是發音的音段特色(單音和音群)，第二部分是超音段 (重音、節奏和語調)。本研究論文旨在探究台灣大專學生英語 發音的失誤及其原因。 本研究採用三種方法，分別為自己設計的發音測驗、結構式問卷以及和受測學生的個別面談。隨機 取樣六十位學生參與本研究，他們是分別就讀於五專和私立大學的英語系學生。根據收集到資料加以統計分析的結果，發 現了他們英語發音的難題在: 一、國語欠缺的英語子音和母音。 二、長母音出現在封閉音節收尾前的英語單字。 三、國語 不會出現的英語子音群。 四、英語與國語完全不同的輕重音、節奏和語調型。 五、英語老師在課堂上常忽略教導的英語 變音現象。 六、老師在課堂教學時忽視教導的英語超音段語音特徵。 英語發音表現良好者的社會因素是: (1)常和外國人交 談，(2)對英語發音學習態度認真，(3)英語老師的教導奠立良好的發音基礎，(4)學校設置自我學習中心。 本研究結果支持語 言對比分析法、錯誤分析法與跨語言語言轉移和認知法的觀點，認為從不同語言在語音上的種種差異，可預知學生發音的 困難。期望本研究中的許多重要發現，能得到英語老師 和教材設計者的認同與重視，以提升他們學生的英語溝通能力。
關鍵詞 : 英語發音失誤、發音失誤原因、英語語音教學
目錄
TABLE OF CONTENTS COVER PAGE ENGLISH SIGNATURE PAGE SIGNATURE PAGE ENGLISH ABSTRACT……
………iv CHINESE ABSTRACT………
……...vi ACKNOWLEDGEMENT……….viii TABLE OF CONTENTS…...……
………...….…..ix LIST OF FIGURES……….………
…...xiii LIST OF TABLES……….………..………...xiv CHAPTER I. INTRODUCTION
……….…...……..……1 1.1 Background and Motivation……….………
…...1 1.2 Significance and Purpose of the Study………...3 1.3 Research Questions………
………...………....4 1.4 Organization of the Study………...……….……..
…5 1.5 Definition of Key Terms………...………....6 1.5.1 EFL………...…
………..……….6 1.5.2 CLT………...……….…..….…6 1.5.3 Washback Effect………...………....…7 1.5.4 Language Transfer………...…
………...…7 1.5.5 Interlanguage……….………..…..…..…8 1.5.6 Interlanguage Errors………...………...…8 1.5.7 Interlingual Errors………..
………..……9 1.5.8 Intralingual Errors………...……….………9 1.5.9 Developmental Errors……
………...………..….……9 CHAPTER II. LITERATURE REVIEW………..…
…11 2.1 History of English Pronunciation Teaching………...…..…….…..11 2.1.1 Grammar Translation Method…
………..…...…11 2.1.2 Audiolingual Approach………..……12 2.1.3 The Cognitive Approach………....12 2.1.4 The Communicative Approach…………
………...…...…13 2.2 Factors on the Pronunciation Acquisition………...………14 2.2.1 Age………...…14 2.2.2 Exposure to the Target Language………
………..…….…15 2.2.3 Attitude and Motivation………...………..15 2.2.4 Contrastive Analysis Hypothesis………...………..…...…16 2.2.5 Error Analysis……….
…………16 2.2.6 Interlanguage Hypothesis………...……17 2.2.7 Information Processing Theory
……….…...……..…17 2.3 New Directions in Pronunciation Study………..…18 2.3.1 Punctuation and Intonation……….……18 2.3.2 Chunking in Comprehension and
Production………20 CHAPTER III. AMERICAN ENGLISH SOUND SYSTEMS………21 3.1 American English Vowels……….……21 3.2 American English Consonants………
……….…….……22 3.3 Allophones of Segmental Phonemes………..…………24 3.4 English Syllabic Structure……….…………26 3.5 Stress………
……….………26 3.6 Rhythm……….………27 3.7 Pause
………...………28 3.8 Intonation………
………..………29 3.9 Conclusion………....…………30 CHAPTER IV.
METHODOLOGY……….…..………31 4.1 Design of the Study………
………...…………..31 4.2 Participants………..…31 4.3 Instruments……
………..………32 4.3.1Questionnaire………
……….……….32 4.3.2 Diagnostic Pronunciation Test………..………..32 4.4 Procedure………
…..……….…..33 4.5 Data Collection and Scoring………
….……..33 4.6 Data Analysis………..………...34 CHAPTER V. DATA ANALYSIS AND RESULTS……….……..…………35 5.1 Means of Error Rate in Pronunciation Test……….…………....………
…35 5.1.1 Means of Error Rate in Segment……….………...…………36 5.1.2 Means of Error Rate in Syllable and World……….……..…………37 5.1.3 Means of Error Rate in Phrase and Clause……..………….…..…………38 5.2 Means of Error Rate in JCS between Males and Females……..……….……..…39 5.2.1 Means of Error Rate in Segment between JCS Males and Females.………39 5.2.2 Means of Error Rate in Syllable and Word between JCS Males and Females………
………...40 5.2.3 Means of Error Rate in Phrase and Clause between JCS Males and Females………...41 5.3 Means of Error Rate between Males and Females in CS………42 5.3.1 Means of Error Rate in Segment between CS Males and Females...………42 5.3.2 Means of Error Rate in Syllable and Word between CS Males and Females………
…...43 5.3.3 Means of Error Rate in Phrase and Clause between CS Males and Females………
………...44 5.3.4 Grades between JCS and CS Students………...…45 5.3.5 Grades between Male and Female Students………..45 5.3.6 Introvert and Extrovert Students’ Independent Sample T Test with Errors………..45 5.4 Responses of the Questionnaire
………..……46 5.4.1 Participants’ Gender………...
…47 5.4.2 Participants’ Personality……….48 5.4.3 Participants’ English Certificates……
………...49 5.5 Questionnaire ……….51 5.5.1 JCS’ Learning Background………51 5.5.2 CS’ Learning Background………
………..……53 5.6 Individual Interviews………...……54 5.7 Conclusion…
………...56 CHAPTER VI. DISCUSSION AND RESULTS………
………60 6.1 Keys to Research Questions……….60 6.2 Pedagogical
Implications………..64 6.3 Limitations and Suggestions for Further Studies…………
………66 6.3.1 Limitations……….66 6.3.2 Suggestions for Further Study………...…….66 6.4 Conclusion………
…..67 References………..………..……….…...69 Appendix A Questionnaire (Chinese version).………..74 Appendix B Questionnaire (English version).……….……...76 Appendix C Diagnostic Pronunciation Test Sample…………..…...….…..…….78 Appendix D Basic Phonological System of Mandarin Chinese…………..…….80 LIST OF FIGURES Figure 1 English Vowels……….………….………
…...……...22 Figure 2 English Consonants………...……..………...……….23 Figure 3 JCS’ Learning Background…...……….…….51 Figure 4 CS’ Learning Background…………....………
……….….53 LIST OF TABLES Table 1 Means of Error Rate in Segment……….….36 Table 2 Means of Error Rate in Syllable and Word………..….37 Table 3 Means of Error Rate in Phrase and Clause…
………..….38 Table 4 Means of Error Rate in Segment between JCS Males and Females…...….39 Table 5 Means of Error Rate in Syllable and Word between JCS Males and Females ………
………...40 Table 6 Means of Error Rate in Phrase and Clause between JCS Males and Females ………
………...41 Table 7 Means of Error Rate in Segment between CS Males and Females……….42 Table 8 Means of Error Rate in Syllable and Word between CS Males and Females ………
………...43 Table 9 Means of Error Rate in Phrase and Clause between CS Males and Females ………...44 Table 10 Independent Sample T Test of Scores between JCS and CS Students……45 Table 11 Independent Sample T Test of Scores between Male and Female Students ………...45 Table 12 Introvert and Extrovert Students’ Independent Sample T Test with Errors ………
…46 Table 13 Participants’ Gender……….………..47 Table 14 Participants’ Personality…
……….…………48 Table 15 Participants’ English Certificates………...
…49 Table 16 JCS’ Learning Background by Male and Female………...………52 Table 17 CS’ Learning Background by Male and Female………53 Table 18 Mandarin Simple Vowels………...…….
…80 Table 19 Mandarin Consonants………81 參考文獻
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