内蒙古地区研究生英语学习者高前元音[i:]的中介语变化研究

摘要

本篇论文研究了内蒙古地区英语学习者在英语高前元音[i:]之中介语变异现象。十六位来自内蒙古师范大学的研究生参加了本次研究。其中八位是英语专业，另外八位来自不同院系非英语专业。研究所用的数据是通过受试者完成四份说的任务和一份听觉辨识来获得:
　　(1)单词朗读。
　　(2)故事朗读。
　　(3)复述上述故事。
　　(4)采访关于受试者关于英语发音的学习经历。
　　本次研究采用GOLDVARBX软件进行数据分析。
　　研究结果显示音节结构，辅音连缀，言谈风格，听觉辨识可以说明英语高前元音[i:]的变异。学习者在下面几种情境中更容易发准确[i:]:开音节，[i:]前后没有辅音连缀，正式语体中。相反在闭音节，[i:]带有辅音连缀，非正式语体阻碍学习者的正确发音。在调查学习者关于学习英语发音的态度和动机方面，研究者发现大部分受试者都持有积极的学习态度，主要有两种学习动机，一是为了应对各种考试或者通过某种升学测试二是为达到能和以英语为母语的人交流的水平。受试者表明在学习英语发音过程中，主要的困难在于区分长短元音，找准重音位置，摆脱其方言所带来的不利影响。
　　本论文最后建议教师在初次引入英语高前元音[i:]时，可以先从开音节入手之后再扩展到闭音节，先介绍不带辅音连缀的词然后才是辅音连缀音节，正式语体先于非正式语体。英语听力的训练也对正确发音有重要影响，教师在教学过程中可加大这方面的投入。

目录

声明

摘要

ABSTRACT

CONTENTS

Chapter Ⅰ Introduction

1．1 Purpose and Significance

1．2 Background

1．3 Definition of Terms

1．4 Research Questions

1．5 Organization of the Thesis

Chapter Ⅱ Literature Review

2．1 Interlanguage

2．2 Interlanguage variation

2．3 Soeiolinguistic variation and Second language acquisition

2．3．1 Speech style

2．3．2 Speeeh perception

2．3．3 Pronunciation environment

2．3．4 Attitude and motivation

2．3．5 Exposure time

2．4 Summary

Chapter Ⅲ Methodology

3．1 Research questions and Generation of hypotheses

3．2 Data collection

3．2．1 Participants

3．2．2 Data collection procedure

3．2．3 Four speaking tasks and one perception task

3．3 Data analysis

3．3．1 Statistical VARBRUL program

3．3．2 Qualitative data analysis

3．3．3 Quantitative data analysis

3．3．4 Coding

3．4 Acoustic measurement

3．5 Summary

Chapter Ⅳ Results

4．1 Results of acoustic measurement

4．2 Results of individual’ perception and percentage of accurate production of [i:]

4．3 Results of the quantitative VARBRUL analysis

4．3．1 An initial VARBRUL run

4．3．2 Checking for interactive factor groups and recoding

4．3．3 Second and subsequent VARBRUL runs

4．3．4 Interpreting VARBRULweights in terms of the confirmed hypotheses

4．3．5 Cross tabulation for checking out interactive groups among independent variable

4．4 Results of the qualitative analysis

4．4．1 Main pronunciation difficulties

4．4．2 Concern for pronunciation

4．5 Results in pedagogical implications

4．6 Summary

Chapter Ⅴ Discussions

5．1 Overview of the Results

5．2 The Role of Phonological Environment

5．3 The Role of Stress

5．4 The Role of Speech Style

5．5 The Role of Speech Perception

5．6 The Role of Exposure Time

5．7 The Role of Learning Attitude and Motivation

5．8 Main Pronunciation Dimcuries

5．9 Suggestions and pedagogical Implications for Pronunciation Teaching

Chapter Ⅵ Conclusion

6．1 Main Findings

6．2 Pedagogical Implications

6．3 Limitations of the Study

6．4 Suggestions for Further Research

Bibliography

Appendix Ⅰ Word-list reading

Appendix Ⅱ Story reading

Appendix Ⅲ Perception task

Appendix Ⅳ Result of step up and step down run

Acknowledgement