作者
Author

陳彩娥、李思恩、鍾榮富

Tsai-er CHEN, Shi-en LEE, Raung-fu CHUNG

關鍵詞
Key words

聲調，音符，心理認知，聲調感知，華語聲調，音高

tone, note, psychological perception, tonal perception, Chinese tone, pitch

摘要

　　本文由四個實驗結果來探討音符和聲調在心理認知上的異同，並由此探討音符在華語文聲調教學上的應用性。這四個實驗分別為：(a) 水平旋律感知實驗，(b) 加長旋律感知實驗，(c) 上揚旋律感知實驗，(d) 下降旋律感知實驗。每個實驗的受試者都為32位，男女各半。他們先聽由一位年輕男孩（26歲）依據各實驗的要求而錄製的音符，隨後請受試者就這些音符來判斷他們是屬於華語四個聲調中的那一個。結果顯示：受試者在辨識聲調的感知的時候，主要的依據是聲調的起伏和曲折，和調值並沒有直接的關係。另外，華語的第四聲在感知和聲學方面都和英語的重音很類似，因此，對於華語文的聲調教學最大的啟示是：可以使用音符的音高來作為聲調教學的輔助。

Abstract

　　The main purpose of this research is to discover the characteristics of CSL learners’ interlanguage, and examine its influence on their L1s. Our subjects were Japanese- and English- speaking learners of Chinese. Two tasks were administered in this experiment: a story-retelling task and a writing task. In the first task, the subjects were asked to watch a film and retell its plot; in the second task, they needed to write a composition on a given topic. It was found that the transfer hypothesis was supported when the topic-prominence parameter was examined: the Japanese group produced more topics than the English group. However, with respect to the pro-drop parameter, the group effect was not significant. In addition, the results showed that L2 influence was not significant, since both groups produced a similar number of topics and covert pronouns. Finally, it was found that our subjects produced more covert pronouns in the story-retelling task than in the writing task.

內容語文
Language

中文

頁次
Page

109-135

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