初級捷克華語學習者聲母偏誤分析與教材設計

正確的華語聲母的發音涉及諸多要素，如發音部位、氣流的強弱、不同舌段的接觸等，因此對於外籍學習者來說，華語聲母的發音比起韻母更為困難。本研究以捷克華語學習者為研究對象，特別針對他們所犯的華語聲母偏誤進行研究。比較華語和捷克語的音韻系統後，可發現兩者的音韻系統差異甚遠，無論是在發音位置或是發音方式上，都有很大的不同。然而，相關的前人研究卻相當稀少。按照Flege（1995）的「語音學習模型（Speech Learning Model）」假說，因為捲舌音和送氣音並不存在於捷克語，因此本研究預測這兩組聲母對捷克學習者來說較為容易；相反地，因為舌面前音和捷克語的舌葉音相似卻不完全相同，所以對捷克學習者來說應該最為困難。研究結果發現，相較於其他聲母，舌面前音的確對捷克學習者來說最難習得，即使是經過半年密集的訓練後，仍會出現零星的錯誤。即便如此，Flege（1995、1996）曾經提及：母語和目的語的語音皆共存於一個具有可塑性的語音空間中。在這個理論的基礎下，本研究認為明確直接的教學方法能夠幫助學習者學習華語聲母的發音，如說明捷克學習者母語和華語之間的對應關係，或許能有效地刺激學習者的音韻覺識（phonological awareness），進而讓學習者能更快地習得華語聲母的發音。根據本文的研究結果，筆者設計了適合捷克華語學習者的聲母發音教材於本文研究之後，希望能對捷克籍的華語學習者和在捷克的華語教師有所助益和啟發。

關鍵字

捷克學習者；語音學習模型；華語聲母；第二語言習得；教材設計

並列摘要

The correct pronunciation of Mandarin initial consonants involves many factors, such as the place of articulation as well as the manner of articulation; hence for foreign learners, the pronunciation of Mandarin initials is more difficult than that of vowels. This study investigated Mandarin consonant errors made by Czech learners, with a special focus on onset consonants. The phonological systems of the two languages differ greatly in terms of both the place of articulation and the manner of articulation. Nevertheless, few researches have been conducted on this issue. Adopting the Speech Learning Model (Flege 1995), the present study predicted that retroflex consonants and aspirated consonants would be easier for Czech learners of Mandarin given that these sounds do not exist in Czech. On the contrary, pre-palatal consonants, which are similar but not entirely identical to Czech consonants, might be the most difficult for Czech. Our result showed that, indeed, pre-palatal consonants are the most difficult compared with other consonants, and even after six months of intensive learning, learners still made errors on these consonants. Nevertheless, as Flege (1995, 1996) notes, L1 and L2 sounds coexist in a shared and malleable system. Under this rationale, we suggest that explicit teaching, i.e. providing learners with phonological correspondence between L1 and L2, might activate learners’ phonological awareness, thus facilitating the acquisition of Mandarin onset consonants. Based on the results of the present study, teaching material for Czech learners and suggestions for future studies were provided at the end of the thesis.