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本文调查30名英语和非英语专业硕士生对功能词弱化元音的习得情况。综合考虑相关文献,从音质、音高、时长和强度四方面考察其朗读功能词时720个突显弱读现象。考察结果表明,硕士生对功能词弱读的掌握情况总体不如预期,英语专业受试朗读突显严重程度次序为音质>强度>时长>音高,而非专业组突显严重程度的次序为音质>时长>强度>音高。同时英语专业硕士生对语篇功能词的弱化朗读总体上显著优于非英语专业;对突显性的统计结果表明,两组在音质、时长和音高上存在显著差异,而在强度上无显著差异。文章最后用“基于实例的模型”理论和英汉音系类型学差异对结果进行了讨论。该研究结果对英语口语韵律教学有一定的借鉴意义。
This article investigates the acquisition of vowels by functional English words for 30 English and non-English majors. Considering the related literature synthetically, we study 720 readings of weak reading phenomenon from four aspects of sound quality, pitch, duration and intensity. The results showed that masters’ overall mastery of weak reading of functional words was not as expected as expected. The order of the severity of reading of English majors was sound quality> intensity> duration> pitch, while that of non-professional group was severity> duration > Strength> Pitch. At the same time, English majors generally weaker than the non-English majors in speaking and weakened readings of functional words. The statistical results show that the two groups have significant differences in sound quality, duration and pitch, but no significant differences in strength . The article concludes with a discussion of the results using the “instance-based model” theory and the phonetic typology differences between English and Chinese. The results of this study have some reference to the prosody of spoken English.