臺灣博碩士論文加值系統

本論文旨在探討以中文或閩南語為母語的台灣學生學習第二外語(英文)時其母語母音ㄝㄟㄛㄡ是否會影響英語母音/e/ /ei/ /o/ /ou/的問題。在本文中作者比較了國語及英語的兩組母音的發音位置及發音方法的異同處(對比分析)。其次，由於在台灣南部很多高職學生幾乎都是以閩南語在交談，因此本研究也探討了國語為母語的學生比較容易分辨並發出英語/e/ /ei/ /o/ /ou/等四個母音還是閩南語為母語的學生比較容易分辨並發出英語/e/ /ei/ /o/ /ou/等四個母音。再者，筆者也在文中探討感知能力與發音能力之間的關係。最後則探討對台灣學生而言，是緊(雙)母音比較容易分辨並發音，還是鬆(單)母音比較容易分辨及發音。

本實驗的受試者分為三組，第一組為台南縣新化高工高三的20位學生組成。第二組由台南市成功大學外文系的20位學生組成。第三組由台南市成功大學中文系的20位學生組成。本實驗一開始先有一份關於受試者語言學習背景及語言使用情形的問卷調查。隨後則有四個測試：中文感知能力測試、英文感知能力測試、中文發音能力測試、及英文發音能力測試。中文發音能力測試及英文發音能力測試時，全程都錄音。之後則將中文及英文錄音資料分別交與三位中文老師及三位英文老師進行評量的工作。

本研究發現(a) 中文感知能力及英文感知能力並沒有顯著的相關性，然而中文雙母音ㄟ/ei/ 及ㄡ/ou/ 的發音跟英文雙母音/ei, ou/ 的發音則有顯著的相關性。(b) 雖然說國語的學生與說閩南語的學生在英文的感知及發音測驗結果並沒有顯著的不同，但整體來說，說閩南語的學生比說國語的學生在英文感知及發音測驗上犯比較多的錯誤。(c) 中文感知測驗及中文發音測驗並無顯著的關係，但英文感知測驗及英文發音測驗及有顯著的關係。(d) 對台灣學生而言，英文的緊(雙)母音/ei/及/ou/比鬆(單)母音/e/及/o/還要難發音，即使英文的緊(雙)母音/ei/及/ou/是比較接近中文的緊(雙)母音ㄟ/ei/及ㄡ/ou/。也就是說，學生常有雙母音發音不完全（lack of diphthongization）的現象用鬆(單)母音來代替緊(雙)母音的發音情形(第一語言轉移)。

上述結果提供對台灣目前的英語教育及學生的英語學習有一些建議及未來進一步研究方向，並對語音研究有所貢獻。

This study compares the articulation of two pairs of similar vowels in two languages: Mandarin/ei, e/, /ou, o/ and English /ei, e/, /ou, o/. The objective is to determine whether or not the pronunciation of a native language (Mandarin Chinese) interferes or helps with the pronunciation of second language (English). Furthermore, many Taiwanese students speak Southern Min in vocational high schools especially in Southern Taiwan. We therefore set out to identify if students who dominantly speak Southern Min have more difficulty speaking English and thus make more mistakes than people who dominantly speak Mandarin. More specifically, is the ability to distinguish pairs of vowels in perception and production interrelated since incorrect English speaking skills might not just be an issue of production. Moreover, we examined if it is easier for Chinese students in Taiwan to distinguish the vowels /ei/ and /ou/ (as opposed to /e/ and /o/) in English because they are more similar to /ei/ and /ou/ in Mandarin. Finally, the paper suggests a method for reducing negative influences of L1 on L2 and making it a positive learning methodology through Contrastive Analysis.
The experimental methodology includes a questionnaire, a Mandarin perception test, an English perception test, a Mandarin production test, and an English production test. Three groups of subjects from a vocational high school and a university participated. Twenty vocational high school students were chosen because of their low English proficiency. Another twenty are university students majoring in Chinese with high Chinese proficiency. The remaining twenty subjects are university students majoring in English with high English proficiency.
The results showed that: (a) there is no significant correlation between Mandarin perception and English perception. However, the production tests revealed that Mandarin diphthong vowels /ei-ou/ and English vowels /ei-ou/ are significantly correlated. (b) Although there were no significant differences in distinguishing these two pairs of English vowels between people who dominantly speak Southern Min and who dominantly speak Mandarin, the subjects who dominantly speak Southern Min actually made more mistakes than subjects who dominantly speak Mandarin. (c) Perception and production was not found to be significantly linked for the first language, while significantly linked for the second language. (d) Tense vowels /ei/ and /ou/ were more difficult to pronounce than lax vowels /e/ and /o/, even though these two tense vowels are more similar to Mandarin vowels /ei/ and /ou/.
These findings provide both EFL teachers and Mandarin teachers important information about what difficulties students may encounter in perceiving and producing these vowel pairs. The results obtained from the current experiment provide a great deal of data of English learner’s Mandarin and English vowel perception and production which can be contributed to a fundamental resource for further study. To sum up, the current study provides multiphase observation perspectives in phonological transference of English acquisition for Taiwanese students.

ABSTRACT (Chinese) ………………………………………………………………i
ABSTRACT (English) …………………………………………………………….ii
ACKNOWLEDGEMENTS …………………………………………….…....iv
CONTENTS ……………………………………………………………………….….v
LIST OF TABLES …………………………………………………………….……ix
LIST OF FIGURES ………………………………………………………………….xi

Chapter 1: Introduction ……………………………………………………………1
1.1 Motivation and Background …………………………………………………..1
1.2 The Purpose of the Study …………………………………………………….4
1.3 Research Questions ……………………………………………………………6
1.4 The Organization of this Research is as Follows ………………………7
Chapter 2: Literature Review ………………………………………………………10
2.1 Introduction ……………………………………………………………………10
2.2 Contrastive Analysis (CA) ……………………………………………………11
2.3 Comparison of the three phonological systems …………………………12
2.3.1 Articulation information: English ………………………………………13
2.3.2 Articulation information of Mandarin …………………………………14
2.3.3 Articulation information of Southern Min ……………………………16
2.4 Language Transfer ……………………………………………………………..18
2.5 Interlanguage …………………………………………………………………….20
2.6 The Relationship between Perception and Production ………………………21
2.7 Comparison of findings from other experiments (Results of other theses)
……. .23
Chapter 3: Methodology ………………………………………………………………..25
3.1 Subjects …………………………………………………………………………..25
3.1.1 Three groups of subjects ……………………………………………………25
3.1.2 The personal data of the subjects …………………………………………27
3.1.2.1 Gender …………………………………………………………………..27
3.1.2.2 Age ………………………………………………………………………27
3.1.2.3 Places of birth and places of living the longest………………28
3.2 Questionnaire (Please see Appendix 5) …………………………………………..29
3.2.1 The subjects’ mother tongues ………………………………………………..30
3.2.2 Languages used when talking to parents and between the subjects’ parents...30
3.2.3 Languages used when talking to friends or strangers ……………………31
3.2.4 The most frequently used language daily ……………………………………32
3.2.5 The language which the subjects thought they could speak the best …32
3.2.6 The language which the subjects had the best ability in listening
comprehension ………………………………………………………………33
3.3 Materials ………………………………………………………………………….33
3.3.1 Perception Tests ……………………………………………………………34
3.3.1.1 Mandarin Test (Test A) …………………………………………………34
3.3.1.2 English test (Test B) …………………………………………………34
3.3.2 Production Test ………………………………………………………………35
3.3.2.1 Mandarin test (Test C) …………………………………………………35
3.3.2.2 English test (Test D) …………………………………………………35
3.4 Procedure …………………………………………………………………………36
3.4.1 Mandarin Perception test ……………………………………………………36
3.4.2 English Perception test ………………………………………………………36
3.4.3 Mandarin Production tests …………………………………………………..37
3.4.4 English Production tests …………………………………………………….37
3.5 Data Collection …………………………………………………………………...37
3.6 Evaluation of subjects’ performance ……………………………………………37
3.7 Overall research design …………………………………………………………..38
Chapter 4: Results and Discussion …………………………………………………….40
4.1 Introduction ………………………………………………………………………40
4.2 Results of the pre-test questionnaire ………………………………………….40
4.2.1 Difficulties in four English vowels /e/ /ei/ /o//ou/ …………………40
4.2.2 The most difficult vowel in these four English vowels /e/ /ei/ /o//ou/
……….41
4.2.3 The easiest vowel in these four English vowels /e/ /ei/ /o//ou/
………………41
4.2.4 English pronunciation of the subjects …………………………………..42
4.2.5 Ability to distinguish English sounds ……………………………………42
4.2.6 Difficulties in four Mandarin vowels /e/ /ei/ /o//ou/ ………………43
4.2.7 The most difficult vowel among /e/ /ei/ /o/ and /ou/ in Mandarin …43
4.2.8 The easiest vowel among /e/ /ei/ /o/ and /ou/ in Mandarin ………….43
4.2.9 Mandarin pronunciation of the subjects ……………………………………44
4.2.10 Ability to distinguish Mandarin sounds ……………………………………44
4.2.11 Clarity for /e/and /ei/ in English ……………………………………...45
4.2.12 The difference between English vowels /e/ and /ei/ ……………………45
4.2.13 Clarity for /o/and /ou/ in English …………………………………………46
4.2.14 The difference between English vowels /o/ and /ou/ ……………………47
4.2.15 Clarity for /e/and /ei/ in Mandarin …………………………………………47
4.2.16 The difference between Mandarin vowels /e/ and /ei/ ……………………48
4.2.17. Clarity for /o/and /ou/ in Mandarin ……………………………………….49
4.2.18 The difference between Mandarin vowels /o/ and /ou/ ……………………49
4.3 Results of the four tests …………………………………………………………..50
4.3.1 Results of the Mandarin perception test …………………………………..50
4.3.2 Results of English perception test ………………………………………….52
4.3.3 Results of the Mandarin production test ……………………………………54
4.3.4 Results of the English production test ………………………………………55
4.3.5 Comparison of perception and production of Mandarin and English ……57
4.4 The Analysis of the results for four Research Questions………………………59
4.4.1 Statistical Analysis …………………………………………………………..59
4.4.2 Analysis of the result for Research Question One ………………………60
4.4.2.1 Perception test …………………………………………………………...60
4.4.2.2 Production test …………………………………………………………..61
4.4.2.3 Perception and Production test …………………………………………63
4.4.3 Analysis of the result for Research Question Two ………………………64
4.4.4 Analysis of the result for Research Question Three ……………………70
4.4.5 Analysis of the result for Research Question Four ………………………73
Chapter 5: Conclusion …………………………………………………………………..76
5.1 An overview and the major findings of the current study ……………………76
5.2 The summary of the answers to the four research questions …………………78
5.3 Pedagogical Implications …………………………………………………………80
5.3.1 The general errors the subjects made ………………………………………80
5.3.2 The suggestions for teachers …………………………………………………81
5.3.3 The materials ………………………………………………………………...82
5.4 Limitations and Suggestions for Further Study ………………………………83
5.5 Conclusion ………………………………………………………………………..85
References ……………………………………………………………………………….87

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