A Study of the Development of the Perception and the Production of Chinese Stop Consonants by Spanis对认知发展和西班牙语生产汉语塞音的探讨 摘要:（摘要内容经过系统自动伪原创处理以避免复制，西语毕业论文，下载原文正常，西语论文题目，内容请直接查看目录。） 本文研究有英语经历的西班牙留先生习得汉语塞音的进程。汉语的塞音体系是送气和不送气的两两对峙而西班牙语则是浊音和清音的两两对峙。由于进修者对跟本身母语的音系对峙绝对应的语音异同较为敏感,而那些他们母语中没有的对峙经常会对他们形成艰苦。西班牙进修者是以在进修汉语的塞音对峙时会有艰苦。试验1和试验2的成果支撑感知异化形式对西班牙进修汉语塞音的假定,该假定以为西班牙初学者会把汉语送气音和不送气音都映照到西班牙语浊音的领域中去。高程度进修者的表示也支撑语音进修形式就树立新的语音领域的假定。他们不再简略的把汉语塞音的两个领域都映照到西班牙语的浊音领域中,而是为汉语送气音树立的新的领域。试验3是语音产出试验,试验的成果也显示跟着进修时光的加长,西班牙进修者逐步的树立新的领域并且每一个领域的规模也逐步稳固。可以说,西班牙进修者对汉语塞音的全部进修进程就是一个新领域(送气音领域)和新对峙(送气和不送气)的树立进程。本研究触及进修者的英语经历重要是斟酌到简直每一个西班牙语被试在进修汉语之前都已经进修过英语,那末作为第二说话的英语对作为第三说话的汉语会发生如何的作用。成果注解被试在试验中涌现了显著的说话体系效应,被试能依据听到的分歧说话转变本身的反响机制。该研究还注解人们曾经习得的新的语音领域并不是孤立的存储在脑筋中而是连同其他领域配合贮存在一个为特定说话而设定的构造中。 Abstract: This paper studies English experience of Spanish students learning Chinese by the process. The Chinese system is aspirated and unaspirated plosive two two and Spanish two two confrontation confrontation between voiced and unvoiced. Because learners are more sensitive to the phonetic differences between their native speakers, and those who are not in their native language, they often have a hard line. The Spanish learners are learning Chinese in the confrontation will be hard to stop. The results of test experiment 1 and 2 support perception of alienation in the form of Spanish learning Chinese stop consonants of the assumption, the assumption that Spain beginners will put Chinese aspirated and unaspirated sound are mapping to Spanish voiced in the field to. A high degree of learner's representation also supports voice learning in the form of a new assumption on the domain of speech. They are no longer simple to two areas of Chinese stop consonants are mapping to Spanish voiced in the field, but for Chinese aspirated set up new field. Test 3 is the voice output test, the results of the test also showed that with the extension of the study time, the Spanish learners gradually establish a new field and the size of each field is also gradually stable. It can be said that the Spanish learners of Chinese stop consonants all training process is a new field (aspirated) and new confrontation (aspirated and unaspirated) of the process of building. This research involves learning the English experience is important to consider to almost every Spanish subjects before learning Chinese have to learn English, the end as a second language English as a third to speak Chinese will happen to influence. The results of the notes were tested in the trial of the emergence of a significant speech system effect, the test can be based on the differences in their responses to speak to change their response mechanism. The study also notes that the new speech areas that people have learned are not isolated in their brains but are stored in a structure that is set for a particular speech. 目录: ACKNOWLEDGEMENTS 5-6 摘要 6-7 ABSTRACT 7 List of Figures 8-9 List of Tables 9-13 1 INTRODUCTION 13-15 1.1 Reasons and Significance of This Research 13-14 1.2 Organization of the Dissertation 14-15 2 THEORETICAL BACKGROUND 15-25 2.1 Phonetics and Phonology 15-16 2.2 Phonetic Differences Between Stop Consonants of Mandarin, Spanish and English 16-18 2.3 Phonological Background 18-22 2.3.1 Spanish Phonology: An Overview 18-20 2.3.2 Phonological Contrastive Analysis of Spanish, Chinese and English Stops 20-22 2.4 L2 learners\' Ability to Discriminate Sub-phonemic Phonetic Variation 22-23 2.5 Two Ambiguous Relationships 23-25 3 PREVIOUS RESEARCH AND PRESENT STUDY 25-36 3.1 The Speech Perception Models 25-29 3.1.1 Perceptual Assimilation Model 25-26 3.1.2 Speech Learning Model 26-27 3.1.3 Feature Geometry Model 27-29 3.2 Previous Study 29-32 3.2.1 Previous Study of Stop Categories 29-31 3.2.2 Previous Study of Perception and Production of Chinese Speech As L2 31-32 3.3 Present Study 32-36 3.3.1 Describe the Whole Process of Acquisition of the Chinese Aspiration Contrast by Spanish Learners 32-34 3.3.2 The Influence the English Experience On the Acquisition of Chinese Stops 34-36 4 METHOD 36-58 4.1 Experiment 1 36-42 4.1.1 Purpose 36 4.1.2 Hypothesis 36 4.1.3 Experiment Design 36-39 4.1.4 Data Analysis 39-41 4.1.5 Discussion and Summary 41-42 4.2 Experiment 2 42-49 4.2.1. Purpose 42-43 4.2.2. Hypothesis 43 4.2.3. Experiment Design 43-44 4.2.4. Date Analysis 44-48 4.2.5. Discussion and Summary 48-49 4.3 Experiment 3 49-57 4.3.1. Purpose 49 4.3.2. Hypothesis 49 4.3.3. Experiment Design 49-50 4.3.4. Data Analysis 50-55 4.3.5. Discussion and Summary 55-57 4.4 Correlations 57-58 5 DICUSSION 58-62 5.1 Perception 58-59 5.2 Production 59 5.3 General Discussion 59-62 6 SUMMARY AND CONCLUSIONS 62-66 6.1 Summary of Major Findings 62-64 6.2 Pedagogical Implications 64 6.3 Limitation of the Present Study 64-66 Notes 66-69 REFERENCES 69-75 APPENDIX 75-108 QUESTIONNAIRE 75-77 INSTRUCTIONS FOR EXPERIMENTS 77-80 PRE-TEST (ENGLISH PROFICIENCY TEST) 80-82 LANGUAGE BACKGROUND OF PARTICIPANTS 82-83 READING MATERIAL 83-84 WAVEFORMS AND SPECTROGRAMS FROM PRAAT 84-108 |
