中国英语学习者与母语为英语的人在韵律消歧策略上的差异

IF 1.4 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Liya Xue, M. Yue
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引用次数: 0

摘要

摘要先前关于韵律消歧的研究发现,中国英语学习者能够在英语中使用韵律线索进行边界标记和焦点编码,但与母语为英语的人有所不同。对于他们在语音产生中使用韵律策略来消除歧义,目前还没有得到明确的理解。在这项研究中,我们进行了一项情境化的生产任务,然后进行了感知判断和声学分析,以研究他们的韵律消歧,以英语母语为对照组。我们考虑了三种类型的韵律线索(持续时间、音高和强度),并考察了句法结构和信息结构中的歧义。我们发现,中国英语学习者确实改变了他们的韵律线索来消除两个阅读的歧义,但在线索数量和线索组合方面与母语为英语的人不同。具体来说,他们使用的线索范围较窄,提供的韵律信息不足,因此导致本地听众的感知能力较差。我们的研究结果支持在外语教学中进行韵律消歧训练。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
Abstract Previous studies on prosodic disambiguation have found Chinese EFL learners capable of using prosodic cues for both boundary marking and focus encoding in English, but somewhat differently from native English speakers. No clear understanding has yet been obtained about their overall use of prosodic strategies in speech production for disambiguation. In this study, we conducted a contextualized production task followed by perception judgments and acoustic analyses to investigate their prosodic disambiguation, with native English speakers as the contrast group. We considered three types of prosodic cues (duration, pitch, and intensity), and examined ambiguities in both syntactic structure and information structure. We found that Chinese EFL learners did alter their prosodic cues to disambiguate two readings, but differently from native English speakers in both cue number and cue combination. Specifically, they used a narrower range of cues and provided insufficient prosodic information, consequently leading to poor perception by native listeners. Our findings argue for prosodic disambiguation training in foreign language teaching.
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来源期刊
CiteScore
3.20
自引率
13.30%
发文量
46
期刊介绍: International Review of Applied Linguistics in Language Teaching is devoted to problems of general and applied linguistics in their various forms.
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