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研究生: 沈君怡
Shen, Chun-I Joyce
論文名稱: 中國學生朗讀及說故事時靜默停頓的研究:華語和英語比較
Reading Aloud and Story-telling in two Languages: A Study of Silent Pause
指導教授: 楊懿麗
Yang, Yi-Li
學位類別: 碩士
Master
系所名稱: 外國語文學院 - 語言學研究所
Graduate Institute of Linguistics
論文出版年: 1999
畢業學年度: 87
語文別: 中文
論文頁數: 78
中文關鍵詞: 時間變項停頓時間停頓比例發聲速度說話速度語句長度
外文關鍵詞: temporal variables, pause time, pause percentage, articulation time, speech rate, utterance length
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  • 國立政治大學碩士論文提要

    研究所別:語言學研究所

    論文名稱:中國學生閱讀及朗讀時靜默停頓停頓的研究:國語與英語比較

    指導教授:楊懿麗 教授

    研究生:沈君怡

    論文提要內容:(共一冊,40972字,分五章17節,並扼要說明內容,共203字)

    本論文主要探討中國學生以第一語言(華語)和第二語言(英語)來朗讀及說故事時,五個時間變項的不同。五個時間變項包括:停頓時間、停頓比例、發聲速度、說話速度、及語句長度。我們希望藉由各時間變項的變異及相關理論的探討,可以對使用不同語言及不同說話形式的說話歷程作一個了解。

    從各時間變項的變異可知,受試者說華語較說英語流利,朗讀較說故事流利。這樣的結果顯示停頓的確反映了不同的說話歷程。


    Abstract

    The purpose of the present study is to analyze temporal variables in two languages and two speech styles. The “temporal variables” here include pause duration, pause percentage, articulation rate, speech rate, and utterance length. Besides those temporal variables, two pause locations are observed: “between” or “within” major constituents (sentences and clauses). The two languages under discussing are Mandarin Chinese and English, and the two speech styles are reading and story-telling. We hope to understand the processes of reading and story-telling in Mandarin and English.

    The data of the present study are speech from sixteen males and sixteen females of Cheng-chi University. All of them are native speakers of Mandarin Chinese, and started to learn English at junior high school. They are asked to read a story either in Chinese or in English and tell the story on their own. Also, for fear that subjects’ performance may be influenced by the order of reading and story-telling, half of the same group are asked to read before telling story, and the other tell the story before reading. So we have two independent variables: language and style. The design of the experiment is 2×2.

    There are three important results in our study.

    1. Pause duration is shorter, pause percentage is lower, articulation rate and speech rate is faster, and utterance length is longer in Mandarin than in English.

    2. As far as speech style is concerned, pause is shorter and fewer in reading than in story-telling, with slower articulation rate and speech rate, and longer utterance.

    3. More pauses are found to appear between major constituents in Mandarin than in English, in reading than in story-telling. However, fewer pauses are found within major constituents in Mandarin than in English; in reading than in story-telling.

    目 次
    誌謝…………………………………………………………………. iv
    中文摘要……………………………………………………………. ix
    英文摘要……………………………………………………………. x
    章節
    1. 前言………………………………………………………………… 1
    1.1停頓學簡介……………………………………………………. 1
    1.2研究問題………………………………………………………. 5
    1.3名詞解釋………………………………………………………. 5
    2. 文獻探討…………………………………………………………… 8
    2.1 語言產製的相關理論…………………………………………. 8
    2.1.1 ACT*理論……………………………………………….. 10
    2.1.2 Levelt(1989)的語言產製理論……………………….. 12
    2.2 自然口語與朗讀的比較………….…………………………… 16
    2.3 第一語言與第二語言的比較…………...…………………….. 23
    2.3.1自然口語方面…………………………………………… 23
    2.3.2朗讀方面………………………………………………… 26
    2.4 綜合討論………………………………...…………………….. 32
    3.研究方法…………………………………………………………… 35
    3.1研究問題與研究假設……………………...………………….. 35
    3.2語料收集…………………………………...………………….. 36
    3.2.1受試者………………………………..………………….. 36
    3.2.2實驗材料……………………………..……………….…. 37
    3.2.3實驗程序……………………………..………………….. 37
    3.3語料分析…………………………………….…………..…….. 38
    3.3.1停頓測量…………………………………………..…….. 38
    3.3.2停頓位置分析…………………………………………… 39
    3.3.2.1朗讀……………………………………………... 39
    3.3.2.2說故事…………………………………………... 40
    3.4統計考驗……………………………………………………….. 44
    4.結果………………………………………………………………… 46
    4.1各時間變項的統計結果………………………………………. 47
    4.2停頓的位置與各變項的關係…………………………………. 50
    4.3不同時間的停頓之統計結果…………………………………. 52
    5.討論與結論………………………………………………………… 54
    5.1討論……………………………………………………………. 54
    5.2結論……………………………………………………………. 64
    5.3本研究之貢獻及不足之處……………………………………. 66
    參考資料……………………………………………………………. 68
    附錄…………………………………………………………………. 73
    附錄一、中文實驗材料………………………………………….. 73
    附錄二、英文實驗材料………………………………………….. 74
    附錄三、中文及英文的提示問題……………………………….. 75
    附錄四、以子句為單位的文字稿……………………………….. 76
    圖表
    圖一、Levelt(1989)所提出的語言產製歷程….………………. 13
    圖二、自然口語中的認知節奏曲線……………………………… 21
    圖三、朗讀中的認知節奏曲線…………………………………… 21
    圖四、語言和說話形式的交互作用:發聲速度………………… 49
    圖五、語言和說話形式的交互作用:語句長度………………… 50
    表一、英語與法語中停頓現象之比較……………………………. 17
    表二、兩種說話形式中靜默停頓出現位置比較…………………. 22
    表三、兩研究停頓現象之比較……………………………………. 24
    表四、不同語言精通程度受試者各停頓現象之比較……………. 27
    表五、不同語言精通程度之停頓現象之比較……………………. 28
    表六、朗讀華語及德語之停頓現象之比較………………………. 30
    表七、32位受試者的語句數量……………………………………. 46
    表八、五個時間變項的平均數和標準差………………………….. 47
    表九、不同語言在各時間變項中的結果………………………….. 47
    表十、不同說話形式在各時間變項中的結果…………………….. 48
    表十一、各時間變項的雙因子交互作用………………………….. 49
    表十二、出現在朗讀中的停頓與句尾重合度…………………….. 50
    表十三、出現在主要文法單位間的停頓比例之顯著程度……….. 51
    表十四、出現在主要文法單位內的停頓比例之顯著程度……….. 51
    表十五、不同語言在各停頓時間中所佔比例…………………….. 52
    表十六、不同說話形式在不同停頓時間中所佔比例…………….. 53
    表十七、停頓時間、停頓比例與語句長度的相關係數檢定…….. 53

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