对母语者和第二语言学习者大声说话中普通话音调的识别
Hui Zhang1, Xinwei Chang2, Weitong Liu1,3
1School of International Education, Shandong University, Jinan 250100, China.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
概括
在普通话课堂上提高语音音量会对第二语言学习者的语音感知能力产生负面影响. 尤其是大声说话会阻碍识别音调3,并增加音调2和3之间的混.
科学领域:
- 语言学
- 获取第二语言
- 语音学
背景情况:
- 在课堂上,老师经常提高声音的音量以提高听力和注意力.
- 增加声量对第二语言 (L2) 语音感知的影响尚不清楚.
- 汉语是一种音调语言,音调轮可以区分单词的含义.
研究的目的:
- 调查大声讲话对普通话语音感知的影响.
- 为了比较普通话母语者和泰国L2学习者的感知能力,
- 识别受声量增加影响的特定音调和混.
主要方法:
- 22名汉语母语使用者和22名泰国语L2学习者参加了这次活动.
- 参与者在正常和大声的语音条件下完成了语音识别任务.
- 测量了普通话音的感知精度和反应时间 (RT).
主要成果:
- 在所有音调中都表现出很高的准确性,
- 对于L2学习者来说,准确度较低,特别是对Tone 3 (下降-上升) 的准确度较低.
- 大声说话显著降低了L2学习者对Tone 3的准确性,并增加了Tones 2和3之间的混. 在大声演讲中,所有音调都增加了RT,在考虑音调长度后,音调3和4出现了延迟.
结论:
- 增加发言量会对普通话的语音产生负面影响.
- 对于区分普通话的特定音调,特别是音调3提出了挑战.
- 这些发现为汉语教学的L2音色感知理论和教学策略提供了基础.
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