小学生英语语音习得研究——以成渝地区为例  

A Study on the English Pronunciation of Primary School Students:Taking Those in Chengdu-Chongqing Area as an Example

作　　者：潘攀 陆江妹[2] 陈桦 PAN Pan;LU Jiangmei;CHEN Hua

机构地区：[1]南京大学外国语学院,江苏南京 [2]重庆师范大学外国语学院,重庆 [3]南京大学大学外语部,江苏南京

出　　处：《语言教育》2024年第3期48-60,共13页Language Education

基　　金：国家社科基金重点项目“基于多模态库的中国大学生英语学术交流能力的自动评测研究”(项目编号:20AYY013)阶段性成果。

摘　　要：语音教学影响着小学生英语字母、词汇等内容的学习,也是英语听力能力培养的基础,而学生的学习情况对教师的教学又有着显著的指导作用。因此,学生英语语音习得研究尤为重要,但学界针对小学生英语语音情况的研究甚少。本文以成都和重庆181名三年级小学生为研究对象,通过朗读数据呈现小学英语学习者在音段、词重音、边界调等维度的产出现状。针对成、渝两地和英语学习不同起点小学生的错误类型及错误率分析,揭示汉语发音对小学生英语语音习得的负迁移效应,而方言的影响则更加具体和个性化。另外,英语学习时长的增加对语音习得有促进作用。研究发现不仅为教师调整教学策略、优化教学方法提供重要参考,也为小学语音教学的建设和改进提供有力依据。Pronunciation teaching impacts the English learning of primary school students,profoundly influencing their mastery of letters and vocabulary,and serving as the foundation of their English listening skills,but meanwhile the learners’learning outcomes significantly have washback effects on teaching.However,few studies have focused on the pronunciation learning of primary school students.This study collects the read-speech data from 181 third-year primary school students in Chengdu and Chongqing.Analyses are conducted on deviated articulation and error rate related to segmentals,lexical stress,and boundary tones.The results show that the pronunciation of Chinese exerts a negative transfer effect on English pronunciation,while the influence of dialects is more specific and individualized.The duration of study is also instrumental in enhancing pronunciation proficiency.These findings provid important reference for teachers to adjust and optimize their teaching strategies and offer a solid foundation for enhancing pronunciation instruction in primary schools.

关 键 词：英语语音产出 小学阶段 音段 词重音 边界调 

分 类 号：H0[语言文字—语言学]