手势对初级汉语二语者声调感知与产出的影响

The Role of Gestures in the CSL Learners’ Mandarin Tone Perception and Production

本研究通过两项教学实验,考察手势对初级水平汉语二语者声调感知与产出的影响。实验一、二分别以母语为非声调语言的印尼学习者和母语为声调语言的泰国学习者为被试。每项实验中,一组被试通过传统的视听跟读的方式进行声调训练,另一组被试则通过一边做手势一边视听跟读的方式进行训练。结果表明,无论是对于母语为非声调语言还是母语为声调语言的学习者,通过自己做手势并视听跟读的多模态训练比传统的视听跟读训练更有助于提高声调感知和产出的准确性。本研究的实验结果在理论上验证了双重编码假设,同时也为初级汉语二语声调教学提供了有益参考。

In this study,two teaching experiments were conducted to investigate the influence of gestures on tone perception and production of elementary Chinese-as-a-second-language(CSL)learners.Experiment one and experiment two were targeted at Indonesian learners whose native language was a non-tonal language and Thai learners whose native language was a tonal one.In each experiment,one group of participants conducted tone training through traditional listening and repeating method,while the other one conducted training by listening and repeating while the learner gestured.The results show that whether the learner’s native language is tonal or not,the multimodal training method of making gestures and listening and repeating can significantly improve the learner’s accuracy of tone perception and production than the traditional listening and repeating method,which verifies the dual coding hypothesis,and has implications for the elementary CSL learners’Mandarin tone teaching.