中国英语学习者韵律焦点教学的实验研究

An experimental study on teaching prosodic focus to Chinese EFL learners

韵律是话语意义传递的重要载体,是语言学习者最渴望掌握的技能之一。本研究以韵律焦点为切入点,探讨是否可以找到行之有效的二语韵律教学方法。研究基于语言韵律的功能观,即认为韵律由多个具体的交际功能构成,其中就包括焦点,以考察中国英语学习者二语陈述句焦点的韵律实现方式以及有无向本族语韵律改进的空间,尤其关注焦点后调域压缩(简称PFC)这一重要的韵律特征在二语里的习得。研究结果显示:中国英语学习者的焦点韵律实现方式明显区别于本族语者的"三区段"焦点编码方式;基于焦点功能的材料设计和有针对性的干预训练可有效帮助学习者改进焦点韵律;PFC虽难以通过语言接触传播,但可以借助精准训练学得。本研究的焦点教学探索是二语韵律教、学、研的一次新尝试。

Prosody is an important meaning carrier in speech and its mastery is highly desirable for language learners.The present study explores the possibility of effective teaching of native-like prosody to L2 English learners,using prosodic focus as a testing case.The method tested is based on a view that treats prosody as consisting of individual communicative functions,including focus.The goal is to investigate how focus is prosodically realized in declarative sentences by Chinese EFL learners,and whether it is possible to improve their focus production toward native-like performance.In particular,the L2 performance and its possible improvement were evaluated in terms of post-focus compression(PFC),one of the most important prosodic correlates of focus.A systematically controlled experiment involving 28 subjects shows that,although Chinese EFL learners differ from native speakers in the three-zone pitch range adjustment for prosodic focus realization,it is possible to improve their focus prosody effectively with functionally designed materials and targeted training;and PFC is learnable through targeted training,though it is not easily transferred through language contact.This study on teaching prosodic focus may shed new light on prosody teaching,learning,and research of L2 languages.