德籍學習者之三音節音譯城市名的漢語中介語聲調表現分析

Abstract

本研究旨在探討以德語為母語的漢語學習者，其母語遷移是否影響其聲調表現。多音節的連續聲調變化是學習者的一大難點，而三音節在雙音節連續變調的基礎上介於句子的語調之間適合觀察其聲調偏誤，為了排除詞的組成結構對聲調表現的影響，選擇由語音對譯而來的音譯詞，因其組成成分單純能排除語意理解的影響，如德國大城市，從德語原文為單音節、雙音節及三音節當中各取3個詞組，一共9個漢語三音節音譯詞。研究對象分兩組：一組為50名未學習過漢語的德籍人士，另一組為12名德籍漢語學習者，兩組皆參與詞重音識別標記及音譯詞德國城市名辨識，漢語學習者接續進行漢德城市對譯詞相似度判斷及念讀測驗。透過聲學分析軟體Praat繪製詞組的調型變化，並觀察漢語音節組成成分與德語重音對三音節城市對譯詞聲調走向的影響。研究結果發現對於多數未曾學過漢語的德籍人士，音節間的漢語複元音之音色及音高對其詞重音標記影響大，而音節數影響音譯城市名的聽辨正確率，對譯詞與德語音節數相同則正確率最高。從念讀的聲調偏誤來看，德籍學習者將德語詞重音的概念遷移至漢語聲調走向，而德語詞重音的特色為當重音在首音節時，其音節的音高最高，隨後音節的音高逐步下降。當對譯詞的首音節為高平調一聲或高降調四聲時，中音節若是本該上揚的二聲聲調，德籍學習者發成下降為低平調的偏誤；當首音節為二聲或三聲時，由於德語詞重音在前的關係，因此首字音節的起音都偏高而產生聲調偏誤。音節間的音高差距越大時，後字聲調偏誤發生率越高。本文最後提出對德籍漢語學習者在多音節音譯詞連續語調練習的教學建議，學習者能透過音譯詞比較漢德音節數和音節結構的差異，引導學習者感知詞重音對聲調的影響，期能對德籍學習者聲調教學有所貢獻。The purpose of this study is to investigate whether first language affects the tone performance for German learners. The multi-syllable tone change is a major difficulty for learners, and trisyllables are suitable for observing tone performance. In order to exclude the influence of word composition on tone performance, transliterated words were selected for the study. For example, the German city. In total, nine Chinese transliterated words were selected from three groups of monosyllabic, diphthongal and trisyllabic words in the original German language.The subjects were divided into two groups: one group consisted of 50 German non-Chinese learners who participated in word stress identification and German city name recognition, and the other group consisted of 12 German Chinese learners who participated in word stress identification and German city name recognition, and also conducted similarity tests between Chinese and German cities, and pronunciation tests. The study used the acoustic analysis software Praat to draw the tonal changes of the words in order to observe the influence of Chinese syllable components and German stress on the tone of the trisyllabic words.It was found that the timbre and pitch of Chinese compound vowels affected the word stress recognition of German speakers who had not learned Chinese before. The number of syllables affected the response rate. The highest correct response rate was found when the number of syllables was the same for Chinese words as for German words. The tonal performance revealed that German learners transferred the concept of German word stress to Chinese tonal direction. The German word stress was characterized by the highest pitch of the syllable when the stress was on the first syllable, and the pitch of the subsequent syllables decreased gradually. When the first syllable of a transliteration is a first tone or a fourth tone, the German learner makes the mistake of dropping to a low flat tone when the middle syllable should be a rising second tone. When the first syllable is a second or third, the German learner pronounces the first syllable higher because the German word stress is in front of it, resulting in a tone error.The greater the difference in pitch between syllables, the higher the incidence of tone error in subsequent words.Finally, this paper proposes a suggestion for German learners to practice multi-syllable intonation. Learners can compare the differences in the number of syllables and syllable structure between Chinese and German by using transliterated words. Learners can also feel the effect of word stress on intonation. It is expected that this study will contribute to the tone teaching for German learners.