语言背景和年级水平对在中英双语课程中学习普通话的儿童的摩擦性生产的影响
Lujia Yang1, Karen Pollock1, Youran Lin1
1Department of Communication Sciences and Disorders, University of Alberta, Edmonton, Canada.
Journal of speech, language, and hearing research : JSLHR
|August 18, 2025
概括
语言背景显著影响双语儿童的普通话摩擦精度,遗产语言 (HL) 发言者表现优于第二语言 (L2) 学习者. 明确的指导可能会使学生学习独特的普通话声音受益.
科学领域:
- 语言学的语言学.
- 语音语言病理学 语音语言病理学
- 双语教育 双语教育
背景情况:
- 研究双语儿童的语音获取对于理解语言发展至关重要.
- 汉语-英语双语者是研究语音学习的独特案例,原因是不同的摩擦库存.
研究的目的:
- 分析语言背景和年级水平如何影响普通话-英语双语儿童的无声声摩擦的产生.
- 为了比较传统语言 (HL) 的普通话说者和第二语言 (L2) 的普通话学习者之间的摩擦产量.
主要方法:
- 82名儿童 (1年级,3年级,5年级) 和12名教师参与了用英语和普通话命名图片的任务.
- 使用语音转录和声学方法分析语音样本,测量重心 (CoG) 和F2发作.
主要成果:
- 孩子们准确地产生了英语 / s / 和 / ʃ / ,在各年级级别通过CoG区分.
- 汉语的摩擦精度随着年级水平的提高而提高,HL扬声器的表现优于L2扬声器.
- CoG区分了普通话的摩擦,而F2发病的差异仅在HL组中显著.
结论:
- 不共享的摩擦符带来更大的困难;语言背景显著影响普通话独特的摩擦精度,这表明需要明确的指令.
- 发育模式和错误趋势可以为双语学习者提供语音评估和教学计划的信息.
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