方言对高职院校学生英语语音影响的研究 ——以河北方言为例

论文摘要

在构成语言的三大要素:语音、词汇和语法中,语音是语言学习的起点,是掌握好目的语的基础,也是练好听说的关键。对英语学习者来说,英语语言面貌的展现在很大程度上取决于对英语语音的掌握程度。然而英语语音教学一直是高职院校的弱项,高职院校生源多数来自偏远农村,由于从小缺乏讲普通话的社会环境,普遍带有浓重的乡音,而学生也会不自主地将这些浓重的方言发音习惯带到英语语音学习中,致使英语语音面貌与标准音之间差距很大。所以为了提高高职院校学生的英语语音面貌,有必要研究汉语方言给学英语语语音学习带来的影响。本论文以河北方言为例展开研究,目的是探索河北方言如何影响高职学生的英语语音学习,并找到行之有效的解决策略。希望在高职英语语音教与学上有所突破。作者为该论文设计了以下四个亟待解决的研究问题:1.河北方言是否是影响高职学生英语语音语音学习的关键因素?2.河北方言、普通话及英语标准音三大语音系统的相似处和区别各是什么?3.受河北方言影响,研究对象在英语语音音段音位和超音段音位层面上各存在什么问题?4.解决高职学生英语语音问题的有效措施是什么?本论文根据语言迁移理论、对比分析理论和情感过滤假说,以河北方言对高职学生英语语音学习产生的负面影响为研究切入点,以语音基础较弱的某所河北外语职业学院新生为研究对象来展开研究。对河北方言、普通话、英语标准音三个语音系统异同做了细致比较。采用语音测试、面对面访谈以及磁带录音等方法,定性与定量相结合,对方言对高职院校学生英语语音影响进行全方位研究。针对高职院校学生英语语音音段音位和超音段音位两个层面中存在的问题,本文提出了四个主要策略:运用对比分析法实施英语语音教学;强调情感因素对英语语音学习的影响;保证必要的指导时间和适合的教学素材;教师有效的教学方法和技巧。本论文的主体部分共分为六个章节:第一章简述了该论文的研究背景、研究目的、研究问题。第二章简述了本文所应用到的三大理论。回顾了中外学者们对于语音习得研究的成果以及中国学者对汉语方言是如何影响学生英语语音学习的研究成就。第三章介绍了河北方言的特点。以及河北方言、普通话、英语标准音三大语音系统的比较。第四章介绍了本论文的研究对象、研究过程以及相关研究方法和数据收集。第五章主要通过数据分析得出学生在音段音位和超音段音位层面存在着问题的结果,并提出解决问题的相关对策。第六章简述了本论文的研究结果,存在的局限性以及影响。

论文目录

• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 Research Background
• 1.2 Research Purpose and Research Questions
• 1.3 Layout of the Dissertation
• Chapter 2 Literature Review
• 2.1 Theoretical Background
• 2.1.1 Language Transfer Theory
• 2.1.2 Contrastive Analysis Hypothesis
• 2.1.3 Affective Filter Hypothesis
• 2.2 Conceptual Basis
• 2.2.1 Segmental Phonology and Suprasegmental Phonology
• 2.2.2 Received Pronunciation
• 2.3 Previous Studies on L2 Phonetic Acquisition at Home and Abroad
• 2.3.1 Previous Studies on L2 Phonetic Acquisition Abroad
• 2.3.2 Previous Studies on L2 Phonetic Acquisition at Home
• 2.4 Previous Studies on the Influence of Chinese Dialects on English Phonetic Acquisition
• 2.4.1 Previous Studies on the Influence of Southern Chinese Dialects on English Phonetic Acquisition
• 2.4.2 Previous Studies on the Influence of Northern Chinese Dialects on English Phonetic Acquisition
• 2.4.3 Previous Studies on Hebei Dialect in China
• Chapter 3 Contrastive Study on the Sound Systems among Hebei Dialect, Putonghua and Received Pronunciation
• 3.1 General Features of Heibei Dialect’s Sound System
• 3.2 Contrastive Study on the Sound System between Hebei Dialect and Putonghua
• 3.2.1 The Sound System of Putonghua
• 3.2.2 A Contrast between Hebei Dialect and Putonghua
• 3.3 Contrastive Study on the Sound System between Hebei Dialect and Received Pronunciation
• 3.3.1 The Sound System of Received Pronunciation
• 3.3.2 A Contrast between Hebei Dialect and Received Pronunciation
• Chapter 4 Research Methodology
• 4.1 Research Subjects
• 4.2 Research Procedures
• 4.3 Research Instruments
• 4.3.1 Phonetic Tests and Tape-recording
• 4.3.2 Face-to-face Interviews
• 4.4 Data Collection
• 4.4.1 Phonetic Tests and Tape-recording Data Collection
• 4.4.2 Face-to-face Interview Data Collection
• Chapter 5 Results and Discussion
• 5.1 The English Phonetic Problems
• 5.1.1 Segmental Problems
• 5.1.1.1 Phonetic Problems of Vowels
• 5.1.1.2 Phonetic Problems of Consonants
• 5.1.2 Suprasegmental Problems
• 5.1.2.1 Phonetic Problems of Stress
• 5.1.2.2 Phonetic Problems of Liaison
• 5.1.2.3 Phonetic Problems of Intonation
• 5.2 Countermeasures on Problems of Phonetic Teaching and Learning
• 5.2.1 Applying the Contrastive Analysis Learning
• 5.2.2 Emphasizing the Affective Factors
• 5.2.3 Guaranteeing Necessary Instruction Time and Proper Teaching Materials
• 5.2.4 Teaching Methods and Techniques
• Chapter 6 Conclusion
• 6.1 Research Findings
• 6.2 Implications
• 6.3 Limitations
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Acknowledgements