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本研究在语音回路模型的基础上假设输入的模态是除母语干扰之外的另一个影响第二语言节奏习得的因素。10名中国儿童学习者在语音输入和语音文字同时输入两种条件下分别模仿6个摘自英语本族语者故事讲述的句子。数据分析采用音步内和音步间成对变异指数(即重读、非重读音节间和相邻音步间的时长变化)比较学习者对模本节奏的模仿,结果发现使用文字输入阻碍了英语节奏的学习,建议口语教学和训练中避免使用文字材料。
Based on the speech loop model, this study assumes that the input modalities are another factor that influences the second-language rhythm acquisition in addition to native speaker interference. Ten Chinese children’s learners imitated six sentences taken from the stories of native speakers of English under the two simultaneous input of phonetic and phonetic scripts. The data analysis compared the learner’s imitation of the tempo of the model with the pairwise variability index (ie, the change of duration between accents, non-repetitive syllables and adjacent syllables) in the pitch and pitch, and found that the use of text input hindered the English rhythm The study, advice on oral teaching and training to avoid the use of text materials.