汉语作为第二语言的塞擦音感知和发声互动研究

An interactional study of Chinese affricates’ perception and production as a second language

当前研究比对汉语控制组考察了不同汉语熟练度的英语本族语者对汉语塞擦音[ts]、[tsh]、[t■]、[t■h]、[t■]、[t■h]的感知和发音情况。结果发现,两个学习组在识别任务中逊于母语组,识别准确性因塞擦音是否送气和发音位置而异,齿音在两项感知任务中构成了最大的困难;但两小组间未呈现显著差异。发音任务的结果表明,学习者的塞擦音发声在几个声学参数上与本族语者显著不同,尽管初学组和中级组未呈现显著差异,但中级组在Co G上更接近母语组,这暗示了一定的学习效果:学习者在齿音方面产生的送气特征比在非齿音中更为突出,凸显了普通话L2教学法对发声和感知的潜在影响。当前研究可能揭示了国内普通话SLA中的突出问题——输入可及性,挑战了前期研究L2言语感知和发音的关系,提出未来研究需要考虑到L1、L2和CSL语言教学法在指导SLA时的协同互动。

The current study probed into the perception and production of Chinese affricates [ts], [tsh], [t■], [t■h], [t■] and [t■h] by English native speakers with varying Chinese proficiency contrasted with the control group. Data showed that two learner groups performed not as well as native Chinese in the identification task with the accuracy of identification differing according to voicing and place of articlulation: dentals posed the biggest challenge in two perceptual tasks. Results of the production task showed that learners’ affricate production differed from native speakers in multiple acoustic dimensions, though the beginning and intermediate learner group did not show significant difference with the intermediate group closer to the control group. This suggested some learning effect, that is, learners produced dental voicing better than non-dentals, highlighting the potential influence of Chinese pedagogy on production and perception. The study probably accentuated a major issue in domestic SLA study——availability of input, challenged prior L2 interaction studies between speech perception and production, and pointed to future studies to take into account the synergiestic interaction between L1, L2 and CSL teaching pedagogy in instructed SLA.