显、隐性训练方式对二语学习者英语语调习得的影响  

The effect of explicit/implicit training on English intonation acquisition by second language learners

作　　者：纪晓丽[1,2] 张辉 李爱军[4] JI Xiaoli;ZHANG Hui;LI Ajun(School of Foreign Languages,Jiangsu University of Science and Technology,Zhenjiang 212100,China;School of Foreign Languages and Cultures,Nanjing Normal University,Nanjing 210097,China;Laboratory of Phonetics and Speech Science,Institute of Linguistics,Chinese Academy of Social Sciences,Beijing 100732,China)

机构地区：[1]江苏科技大学外国语学院,江苏省镇江市212100 [2]南京师范大学外国语学院,江苏省南京市210097 [3]南京师范大学,江苏省南京市210097 [4]中国社会科学院语言研究所,北京市100732

出　　处：《外语教学与研究》2023年第1期66-78,159,160,共15页Foreign Language Teaching and Research

基　　金：江苏省社会科学基金项目“中国学习者英语韵律加工的ERP研究”(19YYC001);李爱军主持的国家社科基金重大项目“中国方言区英语学习者语音习得机制的跨学科研究”(15ZDB103)的阶段性成果。

摘　　要：本文借助实验语音学手段,对比显性和隐性训练对中国学习者英语语调产出的影响,并考察两种训练方式对语调习得与陈述性记忆、程序性记忆和工作记忆之间关系的调节作用,探究两种训练效果不同的原因。结果发现:1)两种训练都能有效促进语调习得,但对于焦点位置在句首和句中的一般疑问句来说,显性训练的效果优于隐性训练;2)两种训练方式对语调的训练效果均可持久,对于焦点在句中和句末的陈述句来说,隐性训练的持久性比显性略弱;3)隐性训练下的语调习得与程序性记忆、工作记忆正相关;显性训练下的语调习得与程序性记忆负相关,与陈述性记忆正相关,两种训练效果的持久性均与程序性记忆无关。总体来说,在显性训练中,通过视觉呈现声学线索可以促进二语学习者语调的习得,但无法促使学习者的语调习得在后期转为依赖程序性记忆,形成自动加工。成功的语调训练可能需要将显性指导与隐性训练结合起来。This paper compares the effect of explicit and implicit training on the English intonation production of Chinese EFL learners and investigates the mediating role of training methods in the relationships between declarative memory, procedural memory, and working memory and learners’ intonation acquisition to explore the reasons for different training effects by these two methods. The results are as follows: First, both training methods can significantly improve learners’ intonation, although the explicit training group outperformed the implicit group in yes-no questions with initial and middle focus. Second, the training effects of both methods can be entrenched, while the implicit group showed a slight disadvantage on statements with middle and final focus. Third, results of standard linear multiple regression showed that procedural memory and working memory were statistically significant predictors of intonation acquisition under implicit training, while procedural memory exhibited a negative correlation with intonation acquisition under explicit training, and declarative memory a positive correlation. The retention of intonation showed no significant relationship with procedural memory in either training condition. To conclude, the visual representation of acoustic cues can facilitate learners’ intonation acquisition. However, explicit training might block learners’ acquisition of intonation shifting to relying on procedural memory at the later stage of acquisition. The combination of explicit instruction and implicit training may be an efficient method of intonation training for second language learners.

关 键 词：语调习得 显隐性训练 陈述性记忆 程序性记忆 

分 类 号：H319.3[语言文字—英语]