- 學位論文
跨級別泰籍學習者華語塞擦音習得研究
Acquisition of Mandarin Affricates by Thai Learners： A Cross-Sectional Study
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摘要
根據筆者自身的教學經驗，對泰籍學習者而言，華語塞擦音為一大學習難點。觀察學習者的筆記，發現他們經常以泰語「จ和ช」來記音，甚至替代發音，導致他們即使詞彙、語法量增加，仍然無法掌握塞擦音。此外，先行研究全都將華語塞擦音列為學習難點，並且將發音錯誤歸因於泰語的「จ和ช」，然而「จ和ช」的發音部位和發音方式，學界至今仍無共識。有鑑於此，本研究對華語子音和泰語子音進行了對比分析，並且仔細探討華語塞擦音「/ tɕ /和/ tɕʰ /」、「/ ts /和/ tsʰ /」、「/ ʈʂ /和/ ʈʂʰ /」以及泰語「จ和ช」的發音部位和發音方法，先錄製泰語母語者「จ和ช」的發音，再使用Praat軟體繪製聲譜圖，發現泰語「จ和ช」其實是舌面塞音，應該標為「/ c /和/ cʰ /」。 由於先行研究絕大多數都未對實驗對象的華語水平分級，而且只進行了發音實驗，然而根據「語音學習模型（Speech Learning Model）」假說，目標語音和母語語音的相似程度愈高，愈難習得，因此筆者首先針對初級和高級的泰籍學習者進行聽辨實驗和發音實驗，並嚴格限制實驗對象的母語背景和學習環境。接著分析錯誤類型，探討錯誤成因，發現對泰籍學習者而言，華語塞擦音確實為學習難點，其中「/ ts /和/ tsʰ /」尤為聽辨難點，「/ ʈʂ /和/ ʈʂʰ /」則為發音難點。此外，雖然隨著學習時間的增加，聽辨能力進步有限，發音能力則獲得明顯改善，但是相關分析仍顯示聽辨表現和發音表現呈現中度相關，符合「語音學習模型」假說的預期。綜上所述，筆者建議教學應該從提升聽辨能力著手，尤其要教導學習者感知「/ ts /和/ tsʰ /」以及「/ ʈʂ /和/ ʈʂʰ /」的差異；然後再加強發音訓練，尤其是相對有標的「/ ʈʂ /和/ ʈʂʰ /」。
並列摘要
Personal experience has taught me that Mandarin affricates are difficult for Thai learners of the Mandarin language to master. During my time teaching Thai students, I found that Thai learners often replace Mandarin affricates by the Thai consonants "จ and ช". Consequently, even if their vocabulary and grammar are increased, they still have difficulty pronouncing Mandarin affricates. Meanwhile, numerous studies have also noted that affricates are difficult for Thai learners of Mandarin as a Second Language. However, there is no consensus as to the place and the manner of articulation of Thai consonants "จ and ช". As such, this study aimed at identifying the similarity and difference between the three pairs of Mandarin affricates and Thai consonants "จ and ช". To this end, Thai native speakers were asked to record "จ and ช", and an acoustic analysis was conducted, from which it was discovered that "จ and ช" are actually plosive palatals and should be transcribed as "/ c / and / cʰ /". Since the majority of the previous studies did not conduct a cross-sectional study, and only the production experiments were carried out, to remedy this gap, this study conducted perception and production experiments for beginning and advanced Thai learners. Moreover, subjects’ mother tongue background and learning environment were strictly controlled as well. According to Speech Learning Model (Flege 1995, 1996), the greater the perceived similarity of an L2 sound from the closest L1 sound, the less likely a new category will be formed for the L2 sound. Our results suggest that / ts / - / tsʰ / were especially difficult in perception while / ʈʂ / - / ʈʂʰ / were difficult in production. Furthermore, Thai learners’ perception did not improve significantly whereas their production obtained a significant progress. In conclusion, it is suggested that teaching Mandarin affricates should start from improving listening comprehension. More importantly, the categorization between / ts / - / tsʰ / and / ʈʂ / - / ʈʂʰ / should be established in perception. In production, intensive training on the production of / ʈʂ / - / ʈʂʰ / should be emphasized.
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