基於聽說相關性之華語語音學習策略研究

Learning Strategies for L2 Chinese Pronunciation Based on the Correlation between Perception and Production

熊玉雯(Yu-Wen HSIUNG)

《華語文教學研究》 18卷4期 (2021/12) Pp. 189-213

摘要

學習策略越來越受到教學者之重視，本研究旨針對華語學習者設計出具有實證研究基礎的語音教學策略，特別聚焦在認知策略一範疇上，因此對於語音的知覺（聽）與產出（說）的相關性進行深入探究。研究針對的兩項策略為口語複述（oral reproduction）和發音重現（audio representation），二者皆奠基於知覺與產出的相關性，依此二策略而設計出兩個測驗。研究語料是由15名華語文初學者在發音測驗時所產出的20,010個音節（1,334個單音節x15人）的偏誤，設計出二單音節聽力測驗。知覺測驗（一）著眼於感知與產出之間的相關性，知覺測驗（二）則針對聽覺重現的有效性進行探究。實驗結果顯示：（1）受試者語音的產出偏誤反映在較差的語音感知的表現上時，兩者為低度相關；（2）經由發音重現，受試者可以藉由聽力有效地評量自己的產出，但對於正確產出的效果高於偏誤產出。本文從聽說相關性切入，在二語習得歷程上的理論上進行探究，並以此實證研究結果為基礎，提出相應的教學方法，冀能提供華語教師更有效的華語語音學習之認知策略。

關鍵字

知覺 ； 產出 ； 華語語音 ； 認知策略 ； 學習策略

並列摘要

There is the urgent need in empirical studies to identify best learning strategies for teaching L2 Chinese speaking. This article summarizes the cognitive strategies for teaching L2 Chinese pronunciation and focuses on the correlation between perception and production with an aim to evaluate two strategies: oral reproduction and audio representation. The experiment includes a production task followed by a perception task by 15 beginning learners of Chinese. After the evaluation of participants' oral production of 20,010 monosyllabic tokens, two individually-oriented listening tests were designed and conducted. Listening test I looks into the perceptual and productive correlation, while listening test II explores the effectiveness of audio representation. The results show a modest correlation in between and a significant percentage of production leading production that is contrary to commonly held views in L2 acquisition. Audio representation proves to be effective in reinforcing correct productions that were nonetheless unrecognized by the speaker. Subsequent teaching strategies and suggestions were delineated with respect to providing more supported and effective strategies in teaching L2 Mandarin pronunciation in the classroom.

並列關鍵字

Chinese pronunciation ； cognitive strategies ； learning strategies ； perception ； production

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