臺灣博碩士論文加值系統

中文摘要

Flege (1995, 1999, 2002) 的「語音學習模型」指出第二語言學習者在學習標的語時，其表現的優劣會因接觸第二語言時的時間長短及年紀所影響。另一方面，聲音的噪起時間 (Voice Onset Time, VOT) 在本文中也被用來比較受測者前測及後測的異同。然而，只有極少數的前人研究著重於探討聲調語言的噪起時間，此方面的研究缺乏極可能造成非聲調母語學習者在語言學習上的困難。因此，本文針對西班牙母語學習者，經過數個月沉浸在第二語言的環境中學習中文的送氣/不送氣爆破音是否能夠完整習得，以及，習得該中文特徵後，他們的母語(西班牙文)的噪起時間是否因此受到影響。在本文的實驗中，受測者(15人)語言的發音(中文/西文)以及語言的感知(中文/西文)將會被檢視。間隔前測三至四個月後，同一批受測者會再接受一次相同的實驗，以比較兩者(前測/後測)的差異。
實驗的結果會經由單因子變異數分析及單因子共變數分析來比較前測及後測的不同，即比較正確率(感知)及噪起時間平均值(發音)。實驗的結果指出因素如「母音」以及「發音位置」對受測者而言尤其重要。此外，實驗的結果亦指出受測者的表現在經過數個月的密集中文課程後有明顯的進步。另外，由於連接高/低母音而產生的不同長度以及因拉緊聲帶而有較長長度的高母音/i/是否會影響受測者在感知上的聲音判別也一併會被討論。此外，根據前人研究，舌尖塞音是三種發音部位中最為顯著及最快學會的，而本實驗所呈現的結果與此結果的異同之處也一併會討論。
最後，本文的結果指出，第二語言學習者所處的學習環境對他們的學習表現有極大的影響。此外，第二語言學習者在學習第二語言時會將母語的爆破音發音方式轉移至第二語言中。

關鍵字：語音學習模型、噪起時間、感知、發音

Abstract
The Speech Learning Model (SLM) posits that L2 learners’ age of arrival (AOA) and age of L2 learning (LOR) affect learners’ L2 performance (Flege, 1995, 1999, 2002). On the other hand, the voice onset time (VOT) has also been examined (Flege, 1991, 1999; Hu, 2012) to determine whether it has been acquired within the several months. However, none of the previous work has focused on a tonal language’s VOT, which might cause some difficulty to non-tonal L2 learners. Thus, this study aims to investigate if Spanish students learning aspirated/ unaspirated stops in the initial position of Mandarin after immersion in a Taiwanese society and, at the same time, whether this acquisition affects their Spanish VOT values. A production (for Spanish and Mandarin natives) and a perceptual test (for Spanish and Mandarin natives) were conducted and the same group of Spanish students learning Chinese (N = 15) participated twice, with an interval of three to four months.
A univariate (one way ANOVA) and an ANCOVA test were performed to examine the 1st and 2nd results by means of correct rate (perception) and their mean VOT values (production). The results showed that factors such as “Vowel” and “Place of articulation (POA)” play important roles, and also that most of these Chinese Spanish learners made some progress after several months of intensive Chinese training. The adjacent high/low vowels affect our subjects’ perceptual discrimination and the vocal-fold tension of the high vowel /i/ will also be discussed. In addition, the alveolar stop was the best among the three stops, which could be explained by the previous studies that found that the coronal stop was the most salient compared to the labial and dorsal ones.
The results of this paper indicate that in learning a foreigner language, the environment in which L2 learners stay will influence the progression of their L2 performance. The way that L1 natives perceive/produce stops can be transferred into the way of determining the stops in L2.

Keywords: Speech Learning Model (SLM), Voice Onset Time (VOT), Perception, Production

CONTENT
論文審定書……………………………………………………………………………………….I
Abstract II
中文摘要 IV
Acknowledgement V
LIST OF TABLES IX
LIST OF FIGURES X
Chapter 1 1
1.1 Motivation and Background 1
1.2 Standard Chinese Inventory and Phonotactic Constraints 2
1.3 Spanish Inventory and Phonotactic Constraints 5
1.4 The Difference between Mandarin and Spanish Phonological System 7
1.5 Purpose of the Study 8
1.6 Research Questions 9
1.7 Outline of the Study 9
Chapter 2 11
2.1 Voice Onset Time 12
2.1.1 Voice Onset Time 12
2.1.2 A Study on the VOT Values of Spanish Stops 15
2.1.3 Other Languages 16
2.2 The Phase of Second Language Acquisition 17
2.2.1 Contrastive Analysis Hypothesis 17
2.2.2 Interlanguage 19
2.2.3 Speech Learning Model (SLM) 21
2.3 The Relationship between Perception and Production 24
2.3.1 Perceptual Learning 24
2.3.2 Production Learning 28
2.3.3 Perception Precedes Production 31
2.3.4 Production Precedes Perception 33
2.4 Summary 35
Chapter 3 Methodology 37
3.1 Participants 37
3.2 Stimuli 38
3.2.1 Perception 38
3.2.2 Production 40
3.2.3 Recording/Analyzing Tools 41
3.3 Procedures 43
3.3.1 Perception 43
3.3.2 Production 44
3.3.3 Statistics Software 44
Chapter 4 Results of the Experiments 46
4.1 The Results of Perception and Production 46
4.1.1 The Pre-test Results of Spanish 46
4.1.2 The Post-test Results of Spanish 49
4.1.3 The Pre-test Results of Mandarin 53
4.1.4 The Post-test Results of Mandarin 56
4.1.5 The Pre-test Result of Spanish 57
4.1.6 The Post-test Result of Spanish 58
4.1.7 The Post-test Result of Mandarin 60
4.2 The Relation of Pre-test and Post-test 63
4.2.1 The Relation between the Pre- and Post-tests for the Perception Test 64
4.2.2 The Relation between the Spanish Production in the Pre- and Post-tests 64
4.3 Summary 65
Chapter 5 General Discussion 66
5.1 Perception Test 66
5.1.1 The Discussion of Spanish Results 66
5.1.2 Discussion on the Mandarin Results 68
5.2 Production Test 71
5.2.1 Discussion of Spanish Results 71
5.2.2 Discussion on Mandarin Results 72
5.3 Synthetic Comparison 74
5.3.1 The Cross-comparison of Perception Results 74
5.3.2 The Cross-comparison of Production Result 76
5.4 Discussion of the Research Questions 77
5.5 Summary 79
Chapter 6 Conclusion 81
6.1 The Significance of the Study 81
6.2 Limitations and Further Research 83
6.2.1 Limitation 83
6.2.2 Further Research 84
Reference 85
Appendix A 91
Appendix B 92
Appendix C 99

Reference
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