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題名 台灣英語學習者母音感知與產製
Vowel Perception and Production by EFL Students in Taiwan作者 陳品宇
Chen, Pin-Yu貢獻者 萬依萍
Wan, I-Ping
陳品宇
Chen, Pin-Yu關鍵詞 母音習得
第二語言習得
聲學分析
母音分析
中介語
Vowel acquisition
Vowels
SLA
Second language acquisition
Acoustic analysis
Interlanguage
Vowel analysis日期 2018 上傳時間 3-Sep-2018 15:45:49 (UTC+8) 摘要 外國口音是外語學習者明顯的特質。不同的口音往往能暗示該L2學習者的L1為何。這說明了L1對L2有相當的影響。在影響發音的各種因素中，母音便是其中一項不容忽略的特質。本篇論文主要研究的是台灣以英語為L2而台灣華語為L1的學習者(TM)在母音的產製以及認知的表現。同時也針對L2在不同的學習歷程中母音的產製及認知建構進行研究。為了上述研究目的，本論文一共對台灣華語以英語為L2的學習者採取了四種實驗還有以美式英語為L1的母語人士(AE)採取三種實驗來進行母音的產製以及認知分析及研究。實驗一是以及實驗二為母音產製實驗，實驗一為英語並且所有母音都包容在[hVd]的環境而實驗二為中文。實驗三以及實驗四則是母音認知測驗，皆為英語實驗，而在認知實驗中母音則包容在[bVt]的環境中。英語母語人士在本次實驗扮演角色為驗證測驗內容信度以及作為控制組以比對L2組別之表現。本論文共採納三個傳統分析方式嘗試對於學習者的發展進行建構及探討L1及L2之間的交互影響，三種分析方式分別是認知類化模型PAM (Best, 1995)、言語學習模型SLM (Flege, 1995)以及CPH對比分析假說(Lado, 1957)。實驗I、III、IV結果指出TM以及AE兩組有顯著的差異。綜合實驗II，我們更近一步發現L1以及L2之間無論是產製或是認知上都有明顯的交互影響。本次研究的大部份結果都與SLM還有PAM預測，惟有零星錯誤與先前的研究不一致。同時我們也藉由中級學習者在[e]、[æ] 以及 [ɛ]的表現上發現母音學習會有U型成長的趨勢。大致上來說，L2組在本次研究的認知表現以及產製表現都相當一致，僅少數零星的不一致會出現在[ɪ] 還有 [o]、[ɔ] 以及[ʊ]上。本篇論文描述了台灣英語學習者的母音建構過程以及進階解釋其在認知及產製上的相互影響並且同時研究了學習者的L1、L2之間的影響遷移。
This thesis investigates vowels produced and perceived by English learners in Taiwan. Three main questions were inspected: i) learners’ development process of perception and production of English and Mandarin vowels of Taiwan Mandarin English learners ii) the symmetry and asymmetry between the perception and production models iii) whether there is any inter- or intra-interference on L1 and L2 vowels. We have constructed the model of the process of the production and perception development of English (L2) vowels of Taiwan Mandarin (TM) speakers who are studying English as a second language by inspecting their speaking and listening performances on certain tasks in this thesis. We have conducted four experiments on TM L2 learners of English and three experiments on American English native (AE) speakers.The first and second experiments were to test the pronunciation English and Mandarin vowels, where the English vowels were situated in the fixed environment of [hVd], and where the Mandarin vowels were combined in a random onset and a fixed coda [l]. The third and fourth experiments were two English vowel perception tests, consisting of English vowels placed in [bVt]. The AE group performed as the control group showing that the test items in the experiments are recognizable and to provide a contrast to the vowels performed by the L2 learners. Three standard models, the Contrastive Analysis Hypothesis (Lado, 1957), the Perceptual Assimilation Model (Best, 1995) and the Speech Learning Model (Flege, 1995) were employed to explain and construct the development model and the inter-group and intra-group interferences.The results of the performance of the TM and AE groups in Experiments I, III and IV provide evidence for differences in the perception and production of vowels between the native speakers and the L2 learners.Along with experiment II, the experiments I, II and IV further implies the inter- and intra- interferences on L1 and L2 vowels in both production and perception. Most of our findings are congruent with the PAM and the SLM, while some of the findings on errors are not consistent with those in previous studies. Possible evidence for U-shaped learning is found in our results in the performance of [e], [æ] and [ɛ] by the intermediate levels. Overall, the perceptual errors were in symmetry with their production performance, while only a few vowels, such as [ɪ] and [o], [ɔ] and [ʊ], showed more asymmetrical errors in production rather than in perception. This thesis depicts a model of the development of the processing of English vowels by TM speakers and further examines how symmetry and asymmetry take place and inspects the degree of L1 transfer.參考文獻 Baker, W., & Trofimovich, P. (2006). Perceptual paths to accurate production of L2 vowels: The role of individual differences. International Review of Applied Linguistics in Language Teaching, 44(3), 231-250.Best, C.T. (1995). A direct realist view of cross-language speech perception. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 171-204). Timonium, MD: York Press.Best, C.T., & Tyler, M.D. (2007). Nonnative and second-language speech perception: Commonalities and complementarities. Language experience in second language speech learning: In honor of James Emil Flege, 1334, John Benjamins Publishing Company, Amsterdam.Boersma, P. (2001). Praat, a system for doing phonetics by computer. Glot International, 5(9/10), 341-345.Bowerman, M. (1982). Starting to talk worse: Clues to language acquisition from children`s late speech errors. In S. Strauss (Ed.), U shaped behavioral growth (pp. 101-145). New York: Academic Press.Brown, H.D. (2007). Principles of language learning and teaching. NY: Pearson Education.Chang, Y.-N. (2007). Chinese learners’perception and production of the vowels: /e/,/ei/,/o/, and /ou/ in English by contrastive analysis. (MA), National Cheng Kung University, Taiwan.Chen, L.-M., Chang, Y.-X., Yang, J.-C., & Chou, I.-H. (2006). Production and perception errors in English vowels. Paper presented at the 19th Symposium of Acoustical Society of the Republic of China, Tainan.Chen, L.-M., Tseng, H.-P., & Tso, Y.-H. (2007). English tense and lax vowels in early and late EFL learners. Paper presented at the 20th Symposium of The Acoustical Society of the Republic of China, TainanChen, Y., Robb, M., Gilbert, H., & Lerman, J. (2001). Vowel production by mandarin speakers of English. Clinical Linguistics & Phonetics, 15(6), 427-440.Clark, E.V. (2016). First language acquisition Cambrige: Cambridge University Press.Flege, J.E. (1989a). Chinese subjects’ perception of the word‐final English/t/–/d/contrast: Performance before and after training. The Journal of the Acoustical Society of America, 86(5), 1684-1697.Flege, J.E. (1989b). Differences in inventory size affect the location but not the precision of tongue positioning in vowel production. Language and Speech, 32(2), 123-147.Flege, J.E. (1995). Second language speech learning theory, findings, and problems Speech perception and linguistic experience: Issues in Cross-Language Research (Vol. 92, pp. 233-277).Flege, J.E., Bohn, O.-S., & Jang, S. (1997). Effects of experience on non-native speakers` production and perception of English vowels. Journal of Phonetics, 25(4), 437-470.Flege, J.E., Frieda, E.M., & Nozawa, T. (1997). Amount of native-language (l1) use affects the pronunciation of an L2. Journal of Phonetics, 25(2), 169-186.Flege, J.E., Yeni-Komshian, G.H., & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(1), 78-104.Fox, R.A. (1982). Individual variation in the perception of vowels: Implications for a perception-production link. Phonetica, 39(1), 1-22.Fujisaki, H., & Kawashima, T. (1970). Some experiments on speech perception and a model for the perceptual mechanism. Annual Report of the Engineering Research Institute, 29(2), 207-214.Gass, S.M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York, NY: Routledge.Goldman, J.-P. (2011). Easyalign: An automatic phonetic alignment tool under Praat. Paper presented at the Proceedings of Inter Speech, Firenze, Italy.Hillenbrand, J., Getty, L.A., Clark, M.J., & Wheeler, K. (1995). Acoustic characteristics of American English vowels. The Journal of the Acoustical Society of America, 97(5), 3099-3111.Hollich, G., Jusczyk, P.W., & Luce, P.A. (2001). Lexical neighborhood effects on 17-month-old word learning Paper presented at the 26th Anual Boston University Conference on Language Development, Boston, MA.Huang, K.-y. (1996). Yuanyin de gouyin shengxue tezheng yu zhijue. In C.-H. Tseng (Ed.), Yuyan binglixue jichu (Vol. 2, pp. 1-31). Taipei: Psychological Publishing.Hung, W.-c. (2012). The effect of duration on English vowel perception by Taiwanese EFL learners at the phonetic level. (M.A.), National Sun Yat-sen University, Kaohsiung.Jeng, J.-Y. (2011). Yuyin shengxue-shuohua shengyin de kexue. Taipei: Psychological Publishing.Jian, H.-l. (2007). Chinese learners` perception and production of the vowels: /e/, /ei/, /o/, & /ou/ in English by contrastive analysis. (M.A.), National Cheng Kung University, Tainan.Ladefoged, P., & Johnson, K. (2014). A course in phonetics. Boston: Nelson Education.Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Michigan: University of Michigan Press.Lai, Y.-h. (2005). A phonetic and phonological study on English vowel acquistion for Taiwanese EFL learners. (Ph.D.), National Kaohsiung Normal University, Kaohsiung.Lai, Y.-h. (2010). English vowel discrimination and assimilation by Chinese-speaking learners of English. Concentric: Studies in Linguistics, 36(2), 157-182.Lennon, P. (2008). Contrastive analysis, error analysis, interlanguage. Bielefeld Introduction to Applied Linguistics. A Course Book. Bielefeld: Aisthesis Verlag.Liao, J.-S. (2006). English vowel production of Mandarin speakers. (Ph.D.), The University of Texas at Austin, Texas.Lightbown, P., & Spada, N.M. (2006). How languages are learned. Oxford [England]; New York: Oxford University Press.Lightbown, P.M. (1985). Great expectations: Second-language acquisition research and classroom teaching. Applied Linguistics, 6(2), 173-189.Lin, C.-Y. (2013). Perception and production of English front vowels by Taiwanese EFL learners. Theory and Practice in Language Studies, 3(11), 1952.Lin, Y.-H. (2007). The sounds of Chinese. Cambridge: Cambridge University Press.Locke, J.L. (1980). The inference of speech perception in the phonologically disordered child. Part i: A rationale, some criteria, the conventional tests. Journal of Speech and Hearing Disorders, 45(4), 431-444.Mackey, A., & Gass, S.M. (2015). Second language research: Methodology and design. New York, NY: Routledge.Michał, B.P. (2017). M/other tongues in language acquisition, instruction, and use. Warsaw: Institute of Applied Linguistics at University of Warsaw.Munro, M.J., & Derwing, T.M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73-97.Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge: Cambridge University Press.Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language learning. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 669-680). New York, NY: Springer Science & Business Media.Peterson, G.E., & Barney, H.L. (1952). Control methods used in a study of the vowels. The Journal of the Acoustical Society of America, 24(2), 175-184.Pisoni, D.B. (1975). Auditory short-term memory and vowel perception. Memory & Cognition, 3(1), 7-18.Polat, N. (2011). Gender differences in motivation and L2 accent attainment: An investigation of young Kurdish learners of Turkish. The Language Learning Journal, 39(1), 19-41. doi: 10.1080/09571730903545251Reddy, S., & Stanford, J. (2015). A web application for automated dialect analysis. Paper presented at the NAACL-HLT, Denver, Colorado, USA.Rosenfelder, I., Fruehwald, J., Evanini, K., Seyfarth, S., Gorman, K., Prichard, H., & Yuan, J. (2014). Fave (forced alignment and vowel extraction) program suite (Version 1.2.2).Wan, I.-P., & Jaeger, J.J. (2003). The phonological representation of Taiwan Mandarin vowels: A psycholinguistic study. Journal of East Asian Linguistics, 12(3), 205-257.Wang, X. (1997). The acquisition of English vowels by mandarin esl learners: A study of production and perception. (M.A.), Simon Fraser University, Canada.Weinreich, U. (1957). On the description of phonic interference. Word, 13(1), 1-11.White, J. (1998). Getting the learner`s attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge: Cambridge University Press.Yip, V. (1995). Interlanguage and learnability: From Chinese to English (Vol. 11). Amsterdam, Netherlands: John Benjamins Publishing.Zobl, H. (1984). The wave model of linguistic change and the naturalness of interlanguage. Studies in Second Language Acquisition, 6(2), 160-185. 描述 碩士
國立政治大學
語言學研究所
104555003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104555003 資料類型 thesis dc.contributor.advisor 萬依萍 zh_TW dc.contributor.advisor Wan, I-Ping en_US dc.contributor.author (Authors) 陳品宇 zh_TW dc.contributor.author (Authors) Chen, Pin-Yu en_US dc.creator (作者) 陳品宇 zh_TW dc.creator (作者) Chen, Pin-Yu en_US dc.date (日期) 2018 en_US dc.date.accessioned 3-Sep-2018 15:45:49 (UTC+8) - dc.date.available 3-Sep-2018 15:45:49 (UTC+8) - dc.date.issued (上傳時間) 3-Sep-2018 15:45:49 (UTC+8) - dc.identifier (Other Identifiers) G0104555003 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119868 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 語言學研究所 zh_TW dc.description (描述) 104555003 zh_TW dc.description.abstract (摘要) 外國口音是外語學習者明顯的特質。不同的口音往往能暗示該L2學習者的L1為何。這說明了L1對L2有相當的影響。在影響發音的各種因素中，母音便是其中一項不容忽略的特質。本篇論文主要研究的是台灣以英語為L2而台灣華語為L1的學習者(TM)在母音的產製以及認知的表現。同時也針對L2在不同的學習歷程中母音的產製及認知建構進行研究。為了上述研究目的，本論文一共對台灣華語以英語為L2的學習者採取了四種實驗還有以美式英語為L1的母語人士(AE)採取三種實驗來進行母音的產製以及認知分析及研究。實驗一是以及實驗二為母音產製實驗，實驗一為英語並且所有母音都包容在[hVd]的環境而實驗二為中文。實驗三以及實驗四則是母音認知測驗，皆為英語實驗，而在認知實驗中母音則包容在[bVt]的環境中。英語母語人士在本次實驗扮演角色為驗證測驗內容信度以及作為控制組以比對L2組別之表現。本論文共採納三個傳統分析方式嘗試對於學習者的發展進行建構及探討L1及L2之間的交互影響，三種分析方式分別是認知類化模型PAM (Best, 1995)、言語學習模型SLM (Flege, 1995)以及CPH對比分析假說(Lado, 1957)。實驗I、III、IV結果指出TM以及AE兩組有顯著的差異。綜合實驗II，我們更近一步發現L1以及L2之間無論是產製或是認知上都有明顯的交互影響。本次研究的大部份結果都與SLM還有PAM預測，惟有零星錯誤與先前的研究不一致。同時我們也藉由中級學習者在[e]、[æ] 以及 [ɛ]的表現上發現母音學習會有U型成長的趨勢。大致上來說，L2組在本次研究的認知表現以及產製表現都相當一致，僅少數零星的不一致會出現在[ɪ] 還有 [o]、[ɔ] 以及[ʊ]上。本篇論文描述了台灣英語學習者的母音建構過程以及進階解釋其在認知及產製上的相互影響並且同時研究了學習者的L1、L2之間的影響遷移。 zh_TW dc.description.abstract (摘要) This thesis investigates vowels produced and perceived by English learners in Taiwan. Three main questions were inspected: i) learners’ development process of perception and production of English and Mandarin vowels of Taiwan Mandarin English learners ii) the symmetry and asymmetry between the perception and production models iii) whether there is any inter- or intra-interference on L1 and L2 vowels. We have constructed the model of the process of the production and perception development of English (L2) vowels of Taiwan Mandarin (TM) speakers who are studying English as a second language by inspecting their speaking and listening performances on certain tasks in this thesis. We have conducted four experiments on TM L2 learners of English and three experiments on American English native (AE) speakers.The first and second experiments were to test the pronunciation English and Mandarin vowels, where the English vowels were situated in the fixed environment of [hVd], and where the Mandarin vowels were combined in a random onset and a fixed coda [l]. The third and fourth experiments were two English vowel perception tests, consisting of English vowels placed in [bVt]. The AE group performed as the control group showing that the test items in the experiments are recognizable and to provide a contrast to the vowels performed by the L2 learners. Three standard models, the Contrastive Analysis Hypothesis (Lado, 1957), the Perceptual Assimilation Model (Best, 1995) and the Speech Learning Model (Flege, 1995) were employed to explain and construct the development model and the inter-group and intra-group interferences.The results of the performance of the TM and AE groups in Experiments I, III and IV provide evidence for differences in the perception and production of vowels between the native speakers and the L2 learners.Along with experiment II, the experiments I, II and IV further implies the inter- and intra- interferences on L1 and L2 vowels in both production and perception. Most of our findings are congruent with the PAM and the SLM, while some of the findings on errors are not consistent with those in previous studies. Possible evidence for U-shaped learning is found in our results in the performance of [e], [æ] and [ɛ] by the intermediate levels. Overall, the perceptual errors were in symmetry with their production performance, while only a few vowels, such as [ɪ] and [o], [ɔ] and [ʊ], showed more asymmetrical errors in production rather than in perception. This thesis depicts a model of the development of the processing of English vowels by TM speakers and further examines how symmetry and asymmetry take place and inspects the degree of L1 transfer. en_US dc.description.tableofcontents Acknowledgement iiTable of Contents ivIndex of Tables viiIndex of Figures ixAbstract xiiChapter 1 Introduction 1Chapter 2 Literature Review 72.1 Acoustic Features of Vowels 72.1.1 English Vowels 72.1.2 Mandarin Vowels 102.1.3 Previous studies on English Vowels produced by Taiwan Mandarin Speakers 122.2 Asymmetry of Production and Perception 142.2.1 Tense and Lax Vowels 142.2.2 L1 and L2 Interferences 152.2.3 Vowel Intimacy 162.2.4 Influences on the Vowel Space 172.2.5 L1 Language Transfer 182.2.6 General Discussion of L2 Acquisition 192.3 Models 202.3.1 Contrastive Analysis Hypothesis 212.3.2 Speech Learning Model 212.3.3. Perceptual Assimilation Model 222.3.4. Application of the models 232.3.5 More on the Developmental Process 232.3.6 ABX Discrimination Task 242.4 Research Questions and Hypothesis 262.4.1 Research Questions 282.4.2 Hypothesis 28Chapter 3 Methodology 313.1 Data Collection and Elicitation 313.1.1 Participants 313.1.2 Materials 323.1.3 Procedures 343.1.4 Instruments 383.1.5 Data Security Management Principles 403.1.6 Surveys 403.2 Data Analysis 413.2.1 Vowel Fetch 413.2.2 Perception Evaluation 413.2.3 Model Construction 42Chapter 4 Results and Findings 434.1 Production Performance 434.1.1 English Vowels Produced by Taiwan Mandarin EFL Learners 444.1.2 Mandarin Vowels Produced by Taiwan Mandarin EFL Learners 554.1.3 English Vowels Produced by American English Native Speakers 674.2 English Vowel Perception 714.2.1 Word Identification Task 724.2.2 ABX Discrimination Task 764.2.3 General Perceptual Performance 88Chapter 5 Discussion 905.1 Development of the Production of English Vowels (Experiment I) 915.2 Development of Production of Mandarin Vowels (Experiment II) 945.3 Development of Perception of English Vowels (Experiment III & IV) 955.4 Symmetry and Asymmetry between Learners’ Perception and Production Model 985.4.1 Symmetry between Vowel Perception and Production 985.4.2 Asymmetry between Vowel Perception and Production 995.5 Inter-lingual Influences on EFL Learners in Taiwan 1005.5.1 Vowel Perception 1015.5.2 Production of English Vowels 1025.5.3 Production of Mandarin Vowels 104Chapter 6 Conclusion 106Suggestions and Limitations 107References 109 zh_TW dc.format.extent 3360710 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104555003 en_US dc.subject (關鍵詞) 母音習得 zh_TW dc.subject (關鍵詞) 第二語言習得 zh_TW dc.subject (關鍵詞) 聲學分析 zh_TW dc.subject (關鍵詞) 母音分析 zh_TW dc.subject (關鍵詞) 中介語 zh_TW dc.subject (關鍵詞) Vowel acquisition en_US dc.subject (關鍵詞) Vowels en_US dc.subject (關鍵詞) SLA en_US dc.subject (關鍵詞) Second language acquisition en_US dc.subject (關鍵詞) Acoustic analysis en_US dc.subject (關鍵詞) Interlanguage en_US dc.subject (關鍵詞) Vowel analysis en_US dc.title (題名) 台灣英語學習者母音感知與產製 zh_TW dc.title (題名) Vowel Perception and Production by EFL Students in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Baker, W., & Trofimovich, P. 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