英语专业大一新生的语音学习背景及其对语音课的评价

Freshman English majors' background in phonetics and their evaluation of a phonetics course

本文首先介绍了英语超音段音位训练的三个层面：语调、重音和音渡，再报告了对127位英语专业一年级学生进行的问卷调查的结果，包括被试在进入大学前的语音学习背景，以及他们认为对语音学习非常有帮助的音段音位或超音段音位知识点和教学策略。调查发现，被试在进入大学之前所接受的语音教学以音位的发音训练为主，而所接受的有限的超音段音位训练忽略了句重音方面的训练。在进入大学、学习了一个学期的语音课之后，被试认为音位发音和句重音知识是“非常有帮助”的；他们感觉对语音学习“非常有帮助”的教学策略首先是针对超音段音位，尤其是韶律和音与音的平滑过渡方面的教学策略。

With an introduction to English suprasegmental elements, namely, intonation, stress and juncture, this paper reports the results of a questionnaire survey on 127 freshman English majors. The research subjects' background in phonetics was studied, and the segmental or suprasegmental elements and teaching strategies used in a phonetics course that were reported as “helpful” for students' pronunciation learning were identified. The investigation found that the phonetic training received by the subjects prior to their entering college focused on the segmental phoneme, and the training on suprasegmental elements such as sentence stress was limited, if not dismissed. After taking the phonetics course for a semester in college, the subjects believed that the training on the segmental phoneme and sentence stress was “very helpful”, and that the “very helpful” teaching strategies primarily dealt with the suprasegmental elements that facilitated speaking in rhythm and the smooth transition of sounds.