華語節律朗讀教學研究

Study of Teaching Prosodic Reading in Chinese as a Second Language

陳慧君(Hui-Chun Chen)

指導教授 ： 曾金金

國立臺灣師範大學/國際與僑教學院/華語文教學研究所/碩士(2009年)

摘要

中文摘要
關鍵字：口語教學、語篇韻律、節律朗讀、停延、聲情
語音教學不該只停留在字、詞、句，一定要提升到語流韻律，才能完整語音教學。至於語流教學的主要內容是什麼，哪些是改善語音的關鍵？需要深入研究以提供教學的依據。本論文針對華語語流教學提出節律朗讀為教學策略，在節律朗讀中實踐語篇韻律教學。能夠利用聲音的長短、高低、強弱、大小四大元素來活化口語表達，適當的運用停延技巧以呈現重音、節奏、語調、語氣，循序達成節律朗讀“讀準語音、讀順語流、讀好韻律、讀出情感”的語音教學目標，希望改善外籍生的洋腔洋調，訓練高效能的口語語音溝通能力，落實完整的華語語音教學！
本論文引用文獻說明朗讀對第二語言學習的功效，也引介成功朗讀教學模式；應用鄭秋豫（2005）提出的語篇韻律概念，進行節律朗讀教學。研究步驟先蒐集相關文獻，進行先導式教學，確定外籍生對節律朗讀的反應，並以此作為課程設計的依據，最後以行動研究法進行教學實驗，記錄教學過程並根據實驗結果提出結論和建議。
教學實驗有五位受試者，邀請曾指導演說、朗讀的高中國文教師聽審，根據教學前、後測的錄音，聽辨有無洋腔洋調並且評定節律朗讀語音教學目標和語流韻律表現。結果在讀準語音、讀順語流、讀好韻律、讀出情感四項節律朗讀層次，都有顯著性提升。針對重音、停頓、節奏、語調、語氣五項韻律語流表現，也能明確適當的被感知。同時證實節律朗讀教學對於達成聽到、聽懂、動聽、動心的口語語音教學目標有明顯幫助。關於去除洋腔洋調，有兩位通過測試；因為變因太多，若能延長學習時程，讓個人基礎發音更穩固後，節律朗讀的語流韻律教學對於改善外籍生洋腔洋調，應該大有助益。

關鍵字

口語教學 ； 語篇韻律 ； 節律朗讀 ； 停延 ； 聲情

並列摘要

Abstract
Key words:speech instruction, discourse prosody, prosodic reading, pause-extension
expression of the sound
Since current trend for a comprehensive phonetic instruction advocates prosody instruction besides words, phrases and sentences, it seems to be a good way to better students’ accent. Thus, it is the purpose of this study to propose a teaching strategy in prosodic reading and help foreign students ameliorate their accent when speaking Chinese. We aimed to practice discourse prosody（Tseng, 2005）in rhythmic reading of Chinese, and utilize long-short, high-low, strong-weak, and loud-soft elements of sound to activate language. Appropriate pause-extension skill was applied to present stress, rhythm, intonation and mood, thereby achieving the goals of prosodic reading in phonetic instruction, i.e., “reading accuracy”, “reading fluency”, “reading with appropriate rhythm” and “reading with feelings”. In this way, foreign accent of foreigners could be improved, and highly efficient language communication skills could be acquired. As a consequence, complete phonetic instruction of Chinese may be accomplished.
In this thesis, we introduced successful models of reading aloud instruction in the literature that proved to be useful for second language learning, followed by investigation of discourse prosody in speech stream（Tseng, 2006） to propose our model of prosodic reading instruction. Our research included a pilot instruction, as commonly used in the literature, to understand the response of foreign students to prosodic recitation, thereby forming the basis of our class design. Then teaching experiments were carried out in action research. Observation on the instruction process was recorded, and conclusions and suggestions were drawn from the results.
Five subjects were enrolled in the teaching experiments. Five teachers who have experiences in teaching Chinese were to evaluate subjects’ foreign accent and speech prosody before and after the training course. In the “reading accuracy”, “reading fluency”, “reading with appropriate rhythm” and “reading with feelings” of the prosodic reading category, significant improvement was noted after the training course. As regards the stress, pause, rhythm, intonation, and mood in the speech stream rhythm category, clearer sound and more comprehensible speech were also found after the training course. Furthermore, prosodic reading was confirmed to be beneficial to attain the goals of phonetic instruction, i.e., “loud enough to be heard”, “clear enough to be understood”, “pleasing enough to be enjoyable”, and “expressing enough to be interesting”. Two subjects passed the “absence of foreign accent” test after the training course. Foreign accent tends to be improved, although statistically insignificant due to too many variables and short training course. Nevertheless, the training course of prosodic reading should be prolonged to make foreign students’ pronunciation more stable and subsequently improve their foreign accent.

並列關鍵字

speech instruction, , , ； discourse prosody ； prosodic reading ； pause-extension ； expression of the sound

參考文獻

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