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台灣學生對日語教師發音辨識能力的調查
A Survey of Taiwanses Students' Ability to Discern the Pronunciation of Japanese Teacher
摘要
台灣人日語學習者對於日語破裂子音/k/、/g/、/p/、/b/、/t/、/d/的辨識和發音上有困難，特別是/t/、/d/是最令學習者困擾的部份。另外、高低重音(accent)也常被忽略，不太受重視，很多人認為只要對方聽得懂，能溝通就好。本研究以台灣話為母語者為對象，所選用的是高低重音分別是頭高型 、平板型 、中高型的三拍無意義字。か行、が行／た行、だ行／ぱ行、ば行，各120 題，共計360 題，以聽寫方式讓學生填入破裂音。結果發現全部誤聽是81.8%，可知學習者在日語破裂音的辨識上有極大困難。各項目的學習困難度如下，①破裂音所在位置：か行、が行／た行、だ行／ぱ行、ば行皆是語尾 ＞ 語中 ＞ 語頭②高低重音別：か行、が行和ぱ行、ば行是頭高型 ＞ 平板型＞ 中高型，た行、だ行是中高型 ＞ 平板型 ＞ 頭高型③特殊拍別：促音 ＞ 撥音 ＞長音④子音別：無聲破裂子音 /d/ ＞ /b/ ＞ /g/，有聲破裂子音在語頭是 /p/＞ /t/＞ /k/，在語中和語尾是/t/＞ /p/＞ /k/⑤母音別：/o/ ＞ /a/ ＞ /e/。本研究從多角度來探討學習者對日語破裂子音的辨識能力，研究結果可以了解到學習者的困難點和問題點之所在，希望能提供給日語教師們在發音指導上的參考，也讓學習者在學習日語的破裂子音時有所幫助。
並列摘要
Taiwanese students of Japanese have difficulty in differentiating and pronouncing such stop consonants as /k/, /g/, /p/, /b/, /t/, and /d/. In particular, /t/ and /d/ are most confusing consonants for them. Also, as many students regard accents unimportant, many of them think that ＂if conversational partners understand me, then that is good enough.＂ My research studies whether those whose mother tongue is Taiwanese are able to differentiate such pitch types including three syllables with no particular meanings as（i）high-low-low（ii）low-high-high （iii）low-high-low. This survey consists of a total of 360 questions. There are three sections and each section has 120 questions which include ka line/ga line, ta line/da line, and pa line/ba line. The respondents listen to Japanese stop consonants, and then they write to dictation. As a result, it was found out that all respondents had wrong answers in the 81.8% of questions given in the survey, and these results show that Taiwanese learners of Japanese find it very difficult to differentiate Japanese stop consonants. The level of difficulty for the respondents by section is as follows.（i）sorted by the position of stop consonants ：ka line/ga line, ta line/da line, pa line/ba line： word- final words ＞ word-medial words ＞ word-initial words（ii）sorted by pitch types：ka line/ga line and pa line/ba line： high-low-low ＞ low-high-high ＞ low-high-low. ta line/da line ：low-high-low ＞ low-high-high ＞ high-low-low（ⅲ）sorted by Special Morae：Geminated Stops＞ Nasal Consonants ＞ Long Vowels（iv）sorted by consonants：voiceless Stop Consonants ：/d/ ＞ /b/ ＞ /g/，voiced Stop Consonants：（a）voiced stop consonants at the beginning of a word /p/＞ /t/＞ /k/（b）voiced stop consonants in the middle of and at the end of a word /t/＞ /p/＞ /k/ （v）sorted by vowels：/o/ ＞ /a/ ＞ /e/ This study examines the ability of learners to differentiate Japanese stop consonants from various angles, which aims to figure out which areas learners find it difficult. I am hoping that this research will help teachers instructing students in the field of pronunciation and also help learners of Japanese practice stop consonants.