日籍學習者學習華語無聲擦音之習得研究

從華語文教學現場、相關研究中可發現，日籍學習者在聽力、發音上普遍表現較差，主要原因為日語本身的語音音素要比華語來得少，以擦音為例，華語有五個無聲擦音，日語則只有兩個。而擦音在語音習得順序屬於晚八音，較其他語音困難習得且目前對於相關研究較少，因此本研究以日語為母語的華語學習者在習得華語五種無聲擦音，唇齒擦音/f/、齒齦擦音/s/、捲舌擦音/ʂ/、硬顎擦音/ɕ/、軟顎擦音/x/發音上的偏誤為何進行探討，並與SLM、CAH假說提出之理論對照是否與分析結果相符。本研究分為兩階段，第一階段以37位（男性21位，女性16位）日籍學習者成為語音實驗對象，受試者在看到並聽到詞彙後複誦一次，研究者將音檔進行語音轉寫和聲學分析，以了解日籍學習者學習華語擦音之偏誤與難點為何，第二階段從第一階段中邀請五位受試者進行語音教學，教學後進行錄音以比較發音是否有進步。第一階段研究結果發現日籍學習者在語音轉寫的五種擦音正確率為齒齦擦音/s/(99.61%)>硬顎擦音/ɕ/(94.18%)>軟顎擦音/x/(93.44%)>唇齒擦音/f/(78.52%)>捲舌擦音/ʂ/(63.75%)。而聲學分析結果發現捲舌擦音/ʂ/在與中後母音之詞彙產生與硬顎擦音/ɕ/重疊的現象，唇齒擦音/f/和部分軟顎擦音/x/在後母音的分析圖中也有重疊之現象。SPSS統計對於日籍學習者與母語者做獨立T檢定，與轉寫分析、聲學分析結果一致。學習者難點預測結果發現SLM和CAH所提出之理論部分相符合，相同語音的/s/、/x/較容易習得，而與母語不同的語音/f/、/ʂ/較困難學習。因此顯示出CAH理論較符合本研究之結果。第二階段轉寫結果五種擦音之正確率皆有所提升，在聲學分析結果得知中級學生的發音表現與第一階段比較，在噝擦音、非噝擦音與前中母音有明顯改善，而初級學習者則與第一階段之結果比較，在非噝擦音與前中母音的表現上有改善。本論文的研究結果希望能幫助華語教師，更了解日籍學習者的語音習得過程，並作為未來在教學上的參考。

關鍵字

華語語音習得；華語擦音；語言習得模式；對比分析假說

並列摘要

According to previous literature and classroom observation, Japanese learners generally perform poorly in listening and pronunciation. One of the reasons is that Japanese has a relatively small sound inventory than that of Mandarin. For example, Mandarin has five voiceless fricatives but Japanese only has two. In addition, fricatives are generally acquired later in the acquisition process and relatively less research has focused on this class of sound. Thus, this study investigates how Japanese learners of Chinese acquire five Mandarin voiceless fricatives: labio-dental /f/, alveolar /s/, retroflex/ʂ/, alveopalatal/ɕ/and velar/x/. The results were compared to SLM and the CAH to see if the results match the predictions. The study included two stages of recordings. The goal of the first stage recoding is to identify the acquisition patterns of these learners. The researcher invited 37 Japanese learners of Chinese (M=21, F=16) to participate in an audio-picture prompted repetition task. The results were analyzed by transcription and acoustic analysis. The results showed that /s/ and /x/ had the highest correct rate followed by /ɕ/, /f/ and /ʂ/ . On the other hand, the acoustic analyses showed that, these Japanese learners showed more variations in the productions of /f/ and /ʂ/. Independent T-tests also confirmed with the results from transcription and acoustic analysis. The goal of the second stage recording is to see whether the productions of the Japanese learners improved after pronunciation training classes. Both transcription and acoustic analysis indicated that all five participants had improvement. The results of the study would help researchers better understand Japanese learners’ acquisition patterns and provide some teaching suggestions to teachers.