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韵律边界的编码和解码在言语交际过程中起着非常重要的作用,反映了说者和听者的产出和理解能力。本研究以母语背景为德语和韩语的高级汉语水平学习者为研究对象,以汉语母语者的数据作为参照基线,考察韵律单元等级和母语背景对汉语韵律边界产出的影响。研究发现:(1)母语背景对汉语韵律边界的声学特征的产出具有显著影响。韩语短语和句子末尾形态标记对汉语无声段和边界前音节时长具有干扰作用;德语和汉语节奏时长的相似性有助于学习者习得汉语时长特征。(2)不同母语背景学习者汉语韵律边界声学特征的产出受到普遍因素的制约。不同语言之间普遍存在的低音点下倾和音高重置有助于德语和韩语母语者习得汉语韵律边界的音高特征。(3)汉语二语学习者对不同韵律边界特征的掌握程度是不同的,音高特征的习得好于时长特征。(4)汉语二语学习者韵律边界声学特征的习得对韵律单元等级关系的掌握具有连锁效应,每一个边界物理声学特征的掌握程度会促进或者阻碍韵律单元层级关系的习得。
The coding and decoding of prosodic boundaries plays a very important role in the process of verbal communication, reflecting the output and comprehension ability of speakers and listeners. In this study, students of high level Chinese learners whose native language background is German and Korean are taken as research objects, and the data of Chinese native speakers are used as a reference baseline to investigate the influence of prosodic unit level and native language background on Chinese prosodic border output. The findings are as follows: (1) Native language background has a significant influence on the output of acoustic features in Chinese prosodic boundaries. At the end of Korean phrases and sentences, morphological markers have an interference effect on Chinese silence and syllable duration before the boundary. The similarities of rhythm durations between German and Chinese help learners acquire Chinese duration characteristics. (2) The output of Chinese prosodic boundary acoustic features of learners with different native background backgrounds is constrained by universal factors. Ubiquitous bass dump and pitch reset between languages help German and Korean speakers acquire pitch characteristics of Chinese prosodic boundaries. (3) Chinese L2 learners have different degrees of mastery of different prosodic boundary features, and pitch features are better than temporal features. (4) The acquisition of prosodic boundary acoustic features of Chinese L2 learners has a chain effect on grasping the hierarchical relationship of prosodic units. The mastery of the physical acoustic features of each boundary will promote or hinder the acquisition of the prosodic relationship of prosodic units.