摘要
基于Cruttenden的调群切分理论,对中国大学英语学习者口语产出中的限制性(Restrictive relative clauses, RRCs)和非限制性关系从句(Non-restrictive relative clauses, NRRCs)呈现的不同韵律特征开展对比研究。从《新概念英语》中选取两类关系从句各4句,收集30名通过大学英语四级考试的大学生朗读音频,然后使用Praat软件进行语音标注和数据提取,再利用SPSS软件分别对四个外部指征进行统计分析。结果发现,学习者主要依靠停顿这一指征来区分两类关系从句;在两类从句前一调群末尾都使用了较多的延时音节,音高曲线多呈下降走向,还呈现轻重音不分明、重读关系词等中介语石化现象;学习者对英语关系从句的调群切分方式与语言迁移、训练迁移密切相关。在英语教学中,教师应将显性教学与隐性教学相结合,侧重提升学生的韵律表达能力,提高口语产出的自然度和可理解性。
Based on Cruttenden′s theory of intonational phrasing,a comparative study was conducted on the different prosodic features of restrictive relative clauses(RRCs)and non-restrictive relative clauses(NRRCs)in the oral English of Chinese college students.Four sentences of each type of relative clauses were selected from New Concept English,and audio recordings of 30college students who had passed CET 4were collected.Then,Praat software was used for phonetic annotation and data extraction,and SPSS was utilized to conduct statistical analysis on the four major intonation-group boundary markers respectively.It was found that learners primarily relied on pauses as a key marker to distinguish between the two types of relative clauses.At the end of the preceding tone group for both clause types,learners frequently employed lengthened syllables,with pitch contours predominantly showing a downward trend.Additionally,interlanguage fossilization was observed,manifested as unclear stress patterns and the overemphasis of relative pronouns.The learners′intonational phrasing strategies for English relative clauses were closely linked to language transfer and training transfer.Explicit and implicit instruction are suggested in English language teaching to enhance students′prosodic expressiveness and improve the naturalness and intelligibility of their spoken output.
作者
徐莹
褚晓婷
XU Ying;CHU Xiaoting(School of Foreign Languages Studies,Zhejiang Sci-Tech University,Hangzhou 310018,China)
出处
《浙江理工大学学报(社会科学版)》
2025年第6期683-691,共9页
Journal of Zhejiang Sci-Tech University:Social Sciences
基金
国家社会科学基金项目(24116248-A)
浙江理工大学2024年本科生科研创新计划项目。
