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| 研究生： |
白宏彬 Bai, Hong Bin |
|---|---|
| 論文名稱： |
臺灣國中英語重音與語調的教學研究 The Teaching and Learning of English Stress and Intonation in Taiwan Junior High Schools |
| 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 - 英國語文學系 Department of English |
| 論文出版年： | 1994 |
| 畢業學年度： | 82 |
| 語文別： | 英文 |
| 論文頁數： | 190 |
| 中文關鍵詞： | 英語 、重音 、語調 、英語教學 、臺灣 、中文 |
| 外文關鍵詞： | English, stress, intonation, English teaching and learning, Taiwan, Chinese |
| 相關次數： | 點閱：221 下載：0 |
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本論文評量臺灣學生國中三年對英文重音與語調的學習成果，並探討造成學生學習困難的原因。五，名高一學生唸相同兩篇對話和十名母語為英語的外藉人士比較。結果顯示可暗示說話者態度的調型對學生最難，一些特殊句型的調型次之，而普通句型的升、降調最容易。重音方面則以牽涉到英文節奏和前後文的重音型較難。
經由對比分析，發現英文本身的問題和中英文的差異都對學習不利。英文本身的問題包括重音與語調的多變性和書面表示方式的不足。中英文的差異包括音調的範圍、語調對單字發音的影響、訊息焦點的表示方式、態度的表示方式、音調的高低度、以及中文調型的干擾。另外，由五十位國中老師和五十位學生所回答的問卷結果也顯示一些教學上的因素也會造成某種程度的干擾。
文末對教學方法、教材以及老師和學生的教學均有建議，期望對英語教學的更臻完善有所幫助。
This thesis evaluates Taiwan junior high school students' performances in English stress and intonation and uncovers some reasons causing students' learning difficulties. Compared against ten native speakers' performances, forty students' performances in reading two dialogues are evaluated. The results show that the contours with attitudinal meanings are more difficult for students than the contours of special grammatical constructions, which in turn are more difficult than ordinary falling and rising contours. And students have more difficulties in the stress patterns involving English rhythm and discourse knowledge than those that do not.
Through contrastive analysis, we find intralingual and interlingual factors interfering with students' learning. Intralingual factors include the variability of English stress and intonation, and the deficiency in their representation. Interlingual factors include the scope of pitch, the influence of intonation on citation forms, expressions of focus, expressions of attitudes, ranges of pitch, and interference from Mandarin contours. Moreover, the results of two sets of questionnaires answered by fifty teachers and fifty students show some pedagogical factors also come into play.
Suggestions for teaching methods, teaching materials, teachers, and students are also given with a view to helping improve English teaching and learning.
Acknowledgements-----iii
Table of Contents-----v
Chinese Abstract-----xi
English Abstract-----xii
Chapter
1 Introduction-----1
1.1 Importance of Stress and Intonation-----1
1.2 The Purpose and the Research Questions of the Thesis-----3
1.3 Outline of the Thesis-----3
2 Essentials of English Stress and Intonation-----6
2.1 Characteristics of Stress and Intonation-----6
2.1.1 Stress-----6
2.1.2 Intonation-----7
2.1.2.1 General Characteristics-----8
2.1.2.2 Intonation Unit-----9
2.2 Functions of Stress and Intonation in English-----11
2.2.1 Functions of Stress in English-----11
2.2.2 Functions of Intonation in English-----13
2.2.3 Communicative Functions of Stress and Intonation-----19
3 Stress in English and Mandarin-----28
3.1 Stress in English-----28
3.1.1 Word Stress-----28
3.1.2 Compound Stress-----29
3.1.3 Sentence Stress-----30
3.1.3.1 Neutral Stress-----31
3.1.3.2 Emphatic or Contrastive Stress-----32
3.2 Stress in Mandarin-----35
3.2.1 Neutral Tone-----35
3.2.2 Normal Stress-----36
3.2.3 Contrastive Stress-----36
3.3 Comparison of Stress in English and Mandarin-----37
4 Intonation in English and Mandarin-----44
4.1 Intonation in English-----44
4.1.1 Final Contours of Common Sentences-----47
4.1.2 Contours of Some Special Grammatical Constructions-----49
4.1.3 Attitudinal Intonation-----52
4.1.4 Non-final Contours-----55
4.2 Intonation in Mandarin-----56
4.2.1 Ordinary Intonation-----57
4.2.2 Emotional Intonation-----59
4.2.3 Particles-----60
4.3 Comparison of Intonation in English and Mandarin-----62
5 Literature Review-----72
5.1 Problems in the Evaluation of English Stress and Intonation-----72
5.1.1 Variability of Stress and Intonation-----72
5.1.2 Difficulty in the Identification of Stress and Intonation-----73
5.2 Some Previous Studies-----73
5.2.1 Comprehension-----74
5.2.2 Production-----74
6 The Present Study-----78
6.1 Data Collection-----78
6.1.1 Materials-----78
6.1.2 Native Speakers' Data-----79
6.1.3 Students' Data-----80
6.1.4 Questionnaires-----81
6.2 Data Analysis-----82
6.2.1 Analytical Framework-----83
6.2.2 Analysis of Questionnaires-----86
7 Results-----89
7.1 Brief Discussion on Native Speakers' Performances-----89
7.2 Students' Performances-----90
7.2.1 Intonation-----91
7.2.1.1 Final Contours of Common Sentences-----91
7.2.1.2 Contours of Some Special Grammatical Constructions-----93
7.2.1.3 Attitudinal Contours-----95
7.2.1.4 Non-final Contours-----96
7.2.2 Stress of Compound Nouns-----97
7.2.3 Stress of Two-word Verbs-----98
7.2.4 Phrase Stress-----98
7.2.5 Suppression of High Pitch-----103
7.2.6 Stress Shift-----110
7.2.7 Wrong Continuous High Pitch-----111
7.3 Preliminary Discussion-----113
7.4 Results of the Questionnaires-----115
8 Chinese Students' Difficulties in Learning English Stress and Intonation-----121
8.1 Intralingual Factors-----121
8.1.1 Variability of English Stress and Intonation-----122
8.1.2 Deficiency in the Representation of English Stress and Intonation-----123
8.2 Interlingual Factors-----125
8.2.1 Scope of the Influence of Pitch-----125
8.2.2 Influence of Intonation on Citation Forms-----126
8.2.3 Expression of Focus-----127
8.2.4 Expression of Attitudes-----128
8.2.5 Range of Pitch-----129
8.2.6 Interference from Mandarin Contours-----129
8.2.7 Reduction-----129
8.2.8 Blending-----130
8.3 Teaching Methods-----131
8.3.1 Class and Curricula-----131
8.3.2 Teaching Techniques-----132
8.4 Teaching Materials-----136
8.5 Teachers and Students-----138
8.5.1 Teachers-----139
8.5.2 Students-----140
9 Suggestions for Teaching and Learning English Stress and Intonation-----145
9.1 Methods-----145
9.1.1 Curricula-----145
9.1.2 General Principles-----146
9.1.3 Teaching Intonation-----149
9.1.4 Teaching Stress and Reduction-----150
9.2 Materials-----151
9.2.1 General Principles-----151
9.2.3 Teaching Stress and Reduction-----152
9.3 Teachers-----153
9.3.1 General Principles-----153
9.3.2 Teaching Intonation-----154
9.3.3 Teaching Stress and Reduction-----154
9.3.4 Self-improving-----155
9.4 Students-----156
9.4.1 General Principles-----157
9.4.2 Learning Intonation-----158
9.4.3 Learning Stress and Reduction-----159
10 Summary and Conclusion-----161
Appendices-----165
Bibliography-----172
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