l2 -汉语l2 -英语学习者如何感知英语前元音:一个音韵学的解释

IF 0.9 2区 文学 0 LANGUAGE & LINGUISTICS
Joy Kwon, Glenn Starr
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引用次数: 0

摘要

第二语言习得涉及到将母语特征重新调整到第二语言特征上。学习者在这个过程中往往会遇到困难,因为已经根深蒂固的L1语法的存在。此外,在习得过程中,学习者的母语有助于限制对非母语对比的敏感性。如果学习者的第二语言语法缺乏能够区分非母语对比的语音特征,那么学习者在表达第二语言发音时可能会遇到持续的困难。以英语为第二语言的普通话学习者在习得的早期阶段必须与大量增加的第二语言元音库存作斗争,努力应对在母语中不太常见的发音特征的增加。为了解释使用直接迁移方法学习L1-普通话l2 -英语的前元音习得困难和可能的进步途径,本研究遵循多伦多对比音韵学学派的观点,该学派认为音韵学表征主要是通过对比特征的顺序来决定的。我们提供了最近语音研究的数据,这些数据对汉语学习者在融合英语前元音方面的进展进行了分类,同时研究了潜在的语音过程。这为使用特征几何范式元素的语言习得对比层次初步模型奠定了基础。该模型提供了一个理论路线图,表明随着普通话学习者的进步并逐渐将英语前元音纳入他们的第二语言库,学习者的第二语言层次结构在感知和分类对比的连续阶段中不断发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How L1-Chinese L2-English learners perceive English front vowels: A phonological account
Second language acquisition involves readjusting features from one’s L1 onto counterparts in the L2. Learners often face difficulty during this process due to the presence of an already firmly rooted L1 grammar. Furthermore, a learner’s L1 serves to constrain sensitivity to non-native contrasts during the acquisition process. If a learner’s L2 grammar lacks the phonological feature that can differentiate a non-native contrast, then that learner may experience persistent difficulties in representing the L2 sounds as a result. Mandarin learners of English as a second language have to contend with a substantially expanded L2 vowel inventory in the early stages of acquisition, grappling with the addition of pronounced features less prevalent in their L1. In an attempt to account for front vowel acquisition difficulties and possible routes to progress for L1- Mandarin L2-English using a direct transfer approach, this work follows the Toronto School of contrastive phonology which holds that phonological representation is determined primarily through the ordering of contrastive features. We present data from recent phonetic research that catalogues Mandarin learners’ progress in incorporating English front vowels while, at the same time, examining the underlying phonological processes. This serves as the basis for a preliminary model of contrastive hierarchy in language acquisition using elements of a feature geometry paradigm. The model provides a theoretical roadmap showing that, as Mandarin learners progress and gradually incorporate English front vowels into their L2 repository, the learner’s L2 hierarchy evolves through successive stages as contrasts are perceived and categorized.
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来源期刊
CiteScore
2.10
自引率
10.00%
发文量
87
审稿时长
62 weeks
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