写作安康方言对英语语音学习的负迁移研究.docx

写作安康方言对英语语音学习的负迁移研究.docx

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写作安康方言对英语语音学习的负迁移研究

学号

分类号

H07

年月日

AstudyonNegativeTransferofAnkangDialect

inEnglishPhoneticLearning

Abstract:

ComparingwiththestandardChinese,Ankangdialecthasitsowncharacteristicsinphonetics,soconfusionbetweenStandardEnglishpronunciationandAnkangaccent,especiallyobviousinAnkangarea.SoitisnecessaryforEnglishteachersinAnkangtostudyonthenegativetransferofAnkangdialectandfindouteffectivewaystoteachEnglishphonetics.Thispaperbasedonphoneticsandthenegativetransfertheory.Theauthormadeaninvestigationofstudents’EnglishpronunciationproblemsandananalysisoffactorsinfluencingEnglishpronunciationlearningbyquestionnairesandpronunciationtests,andproposestheeffectiveteachingmethodstosolvetheproblems.

Keywords:

Ankangdialect;Englishpronunciation;Negativetransfer;

安康方言对英语语音学习的负迁移研究

摘要:

由于安康地区方言的语音有自己独特的音系特征，在安康地区这种母语对英语语音学习的负面影响尤其明显。

为了提高安康学生的英语口语水平,有必要研究安康方言对英语语音的负迁移的影响,提出行之有效的解决方法。

本文从语音学和负迁移理论,以调查问卷和语音测试的方式，来分析安康方言对英语语音的负迁移作用的方面,并提出了克服安康方言负迁移的有效教学方法.

关键词:

安康方言;英语语音;负迁移

Contents

1.Introduction

ChinesestudentslearningEnglishphoneticsisgenerallyinfluencedbymothertonguespeech,especiallythenegativetransferofnativedialectspeech.AndthisproblemhasalwaysbeentheweakpointsofEnglishteaching,especiallyinthepoorruralareas.Studentsliveinruralareas,andlackingoflearningEnglishphoneticsknowledgeandscientificspeechtraining,sothereareagreatnumberofproblemsinEnglishpronunciation:

theirEnglishspokenareinfluencedbytheirdialectwithstrongcharacteristicsofdialects,ThisphenomenonisverycommoninAnkangEnglishphoneticsteaching,Embodiedinthesoundlevel,theyoftenuseAnkangdialecttoreplacesomeofEnglishvowelsandconsonants,orcannotpronouncethesoundwhichwithoutthephonemesinAnkangdialect;Thisissueismoreandmoreserious,butfewpeopleputforwardthesolutions,whichmakestheAnkangdialectareastudentsoralEnglishandlisteninglevelgenerallyinlowlevel.

Thispaperbasedonthetheoryofphoneticsandthenegativetransfertheory,bycomparingAnkangdialectandEnglishpronunciation,analyzingthedifficultiesinlearningEnglishpronunciation,findfeasibleeffectiveteachingmethodstoovercomenegativetransferofAnkangdialectonEnglishpronunciation.

Thesignificanceofthisstudyliesin:

（1）ThisresearchfocusonthenegativetransferofAnkangdialectovertheacquisitionofEnglishsounds,itwillshowEnglishpronunciationmistakesofthelocalstudents.Theresearchistryingtomakessomecontributionsforthisblankness;

（2）AnkangstudentswillknowtheirproblemsintheacquisitionofEnglishsoundsfromtheresultoftheresearch,itisusefultoavoidthenegativetransferoftheirdialect;（3）ThesignificancesandnecessityofthispaperistomakeaquiteclearanalysisaboutAnkangdialectandEnglishspeechsounds,whichwillhelpEnglishteachersinthisareatopromoteteachingandlearningmethods.

2.LiteratureReview

Thethesisismainlybasedonthetheoryoflanguagetransfer,whichwillbeintroducedbrieflyinthischapter,followedbyareviewoftherelevantresearchesbyinternationalanddomesticscholarsonlanguagetransferinlearning.

2.1Studyabroad

OdlinsaysinLanguagetransferthat,languagetransferhasbeenakeyissueofappliedlinguistics,secondlanguageacquisitionandlanguagestudiesforatleastacentury（Odlin,2001）.Therearedifferentdefinitionsoftransfer.Ellisdefines“transfer”asahypothesisaboutthelearningofassignmentAwillinfluencethelearningofassignmentB.Jamesdefines“transfer”asatheoryoflearningnativelanguageandsecondlanguage.Themostconciseandexactdefinitionoftransferastheeffectcausedbysimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagesthathasbeenlearned（Odlin,1989）.Mothertonguetransferreferstotheinfluencecausedbysimilaritiesanddifferencesbetweenmothertongueandsecondlanguage.Itisgenerallyacknowledgedthatthepositiveinfluenceiscalledpositivetransfer,negativeinfluencecallednegativetransfer.Positivetransferofmothertonguehelpsstudentstolearnsecondlanguage.Onthecountry,negativetransferofmothertonguewillinfluencestudents’secondlanguagelearning,anditcanbringerrorsforstudents.AsEllispointedout,onethingresponsibleformakingerrorsinlearninganewlanguageistheinfluenceofthemothertongue,andthisiswhatwecallnegativetransfer（Ellis,2000）.AccordingtoCarruthers（Carruthers,2006）,alllanguagesusecomponentsoundstoexpressmeaningandeachlanguagehasitsownsetofdistinctivesoundsorphonemes.Sowhenwelearnanewlanguage,wepaymoreattentiontoitssoundsthanotherformsofalanguage,especiallythepartswhichsounddifferentlyfromone'snativelanguage,whichalsomaybethedifficultieswhenlearningthenewlanguage.TheAmericanlinguistLadoputforwardinhisbookLinguisticsAcrossCulturesthatinthecontextofforeignlanguagelearning,learnersrelyextensivelyonone'snativelanguageandtendtotransferthelanguageform,meaningandcultureofmothertonguetoforeignlanguagelearning.（Lado,1957）MarxandMehlhom（MarxandMehlhom,2010）explorephoneticsimilaritiesbetweenEnglishandGermanwhichcanbeusedtopromotepositivetransferbylearnersofthetargetlanguageGermanandputforwardpedagogicalimplicationsformakingfulluseofthesesimilaritiesinlanguageteaching.

2.2Studyathome

ChinesescholarshavemadeattemptstostudytheinfluenceofChineseontheacquisitionofsecondlanguagephonetics.StudiesaboutphonetictransferofmandarinonEnglishwillbepresentedasfollows,

Moretheoreticalsupportwasrequiredforthephoneticteaching,andmorescholarsworkonthestudyofEnglishphonetics,lotsofresearchesandsomediscoverieshavebeenmadeinthisarea.Forexample,HeShanfen（何善芬，1988）publishedabooknamedPracticalEnglishPhonetics,ZhaoDemei（赵德梅,1995）introducedandcomparedtheEnglishandChinesemandarinphonologicalsystemsystematically,whichhelpslearnerstoknowwellthephoneticcharacteristicofEnglishandChinese.YuLiming’sLanguagetransferandsecondlanguageacquisitionreview,reflectionandresearch.Inthisbook,heputforwardthatstudentswhohaveacorrectunderstandingofmothertonguetransferwillpromotetheirforeignlanguagelearning（俞理明,2004:

198）.Itisgenerallyfoundthetransferatthelevelofsoundsystem,probablybecausepronunciationisnotonlythemostbasiccomponentoflanguage,butalsothemostbasicformofcommunication（戴讳栋,何兆熊,2002）.Thelanguagelearnersmispronouncewouldinfluencethecommonunderstandingandfluencyofcommunicationwithnativespeakers.InthearticleofThelexicallevelofnegativetransferofmothertongue,WuMingjunpointedoutthatundertheguidanceofthelanguagetransfertheory,EnglishteacherscancontrastandanalysisthedifferencesandsimilaritiesbetweenmothertongueandEnglishtomakestudentshaveabetterunderstandingofEnglish.Bydoingso,studentscanreducetheeffectofmothertonguenegativetransfer,improvelanguageacquisition,andpromotethequalityoflearning（吴明军,2004）.InCNKI,retrievalthestudiesfrom1994to2015,thequantityofstudiesentitledlanguagetransferis550.Fromtheresults,conclusioncanbedrawnthatstudiesontheeffectofmothertonguetransferareincreasingyearbyyear.

3.SoundsystemsofEnglishandAnkangdialect

3.1PhoneticSystemofEnglish

3.1.1TheConsonantsofEnglish

Thereare28consonantsphonemes[p],[b],[t],[d],[k],[g],[h],[f],[v],[θ],[ð],[s],[z],[r],[ʒ],[dʒ],[tʃ],[tr],[dr],[n],[m],[r],[l],[ŋ],[ts],[dz],[j]and[w].Whenpronouncingittheairwillmeetanobstructionintheprocessofpronunciation.Englishconsonantscanbeclassifiedintwoways:

oneisintermsoftothemannerofarticulationandtheotherisintermsofplaceofarticulation.Thetwoclassificationsarecombinedinthetablebelow,whichcouldhelpusadequatelydescribeexactwayofthepronunciationofeachconsonants.

Table1MannersofEnglishconsonants（何善芬,2002:

12）

MannerofArticulation

Plosive

Affricative

Fricative

Nasal

Lateral

Approximant

-v

v

-v

v

-v

v

v

v

v

Asp

-Asp

Asp

Asp

Bilabial

[p]

[b]

[m]

[w]

Labiodental

[f]

[v]

Dental

[θ]

[ð]

Alveolar

[t]

[d]

[s]

[z]

[n]

[l]

Post-alveolar

[r]

Palatal-alveolar

[t∫]

[dʒ]

[ʃ]

[ʒ]

Palatal

[j]

Velar

[k]

[g]

Glottal

[h]

（Notes:

vrepresentsvoiced;-vrepresentsvoiceless;-asprepresentsunaspiration;asp:

aspiration）

3.1.2TheVowelsofEnglish

Vowelscanbedividedintotwelvemonophthongs[i],[i:

],[e],[æ],[ʌ],[ɑ:

],[ɒ],[ɔ:

],[ʊ],[u:

],[ə]and[ɜ:

]andeightdipthongs[ai],[ei],[ɔi],[eə],[ʊə],[iə],[aʊ]and[əʊ].Whenpronouncethevowelsthereisnoobstructionofair.Itcanbedifferentiatedbyanumberoffactors:

thepositionofthetongueinthemouth,theopennessofthemouth,theshapeofthemouth,andthelengthofthevowels.ThefollowingtableisthedescriptionsofEnglishmonophthongs.

Table2ClassificationofEnglishmonophthongs

Heightoftongue

Bladeoftong

back

central

front

round

spread

spread

round

round

spread

high（close）

u:

i:

mid-high（close-mid）

u

i:

central

ɜ:

 ə

e

mid-low（open-mid）

ɔ:

ʌ

low（open）

ɒ

ɑ:

æ

3.2ThephoneticssystembetweenMandarinandAnkangdialect

Duetotheuniqueimmigrantbackgroundanddisti