越南受試者的華語聲調聽辨研究

A Study on the Perceptual Identification of Mandarin Tones by Vietnamese Learners

本研究分析越南華語學習者的華語聲調聽辨表現，旨在呈現聲調聽辨學習的發展歷程，並探討聲調聽辨的難易度及影響聲調聽辨的因素。研究收集7位初級受試者五個學習階段的語音聽辨語料。測驗的材料為四個詞彙聲調組合的單音節詞及雙音節詞。研究結果顯示：（1）四個聲調在各階段的正確率呈現一致的排序，由高到低依序為三聲／二聲>四聲／一聲。受試者在半年到一年的時間以內可以掌握三聲和二聲的聽辨，但是一、四聲對於受試者而言學習難度高，歷經一年半的時間仍無法達到90%的正確聽辨。（2）四個聲調的聽辨表現呈現不同的發展變化，一聲的特徵為受試者的個別差異大，四聲的特徵是正確率起伏大。（3）四個聲調的聽辨乖誤數量達顯著的差異，聽誤形式主要為一、四聲的混淆，其次為二、三聲的混淆。（4）影響華語聲調聽辨的因素除了跨語言的語音相似度以外，還包括目標語的語內干擾以及聲調組合的語境因素。根據研究結果，本文提出幾點針對越南受試者的華語聲調教學建議。

This study analyzes Vietnamese Mandarin learners' perceptual identification of Mandarin tones, aiming to reveal the development of learners' mastery of Mandarin tonal identification, and to explore the ranking order of learning difficulty, as well as linguistic factors affecting perceptual identification. Data of 7 beginning learners were collected at five different learning stages. The stimuli were composed of monosyllabic and disyllabic words with the four lexical tones. The results showed, first, that in terms of accuracy rate, the four tones had a consistent ranking order in all five stages. Tone 3 and Tone 2 were identified more accurately than Tone 4 and Tone 1. Learners mastered the perceptual identification of Tone 3 and Tone 2 within 6 to 12 months of learning. Tone 1 and Tone 4 were difficult for learners, and the accuracy rates of both were below 90% after 18 months of learning. Second, the four tones exhibited different developmental patterns. Among them, Tone 1 displayed great intra-individual differences, and Tone 4 showed a large fluctuation in accuracy rate. Third, there was a significant difference in the distribution of errors among the four tones. Errors involved a major confusion between Tone 1 and Tone 4 and a minor confusion between Tone 2 and Tone 3. Finally, besides the influence of cross-language phonetic similarity, factors involved in the perceptual identification of Mandarin tones also included interlanguage interference within Mandarin and the contextual influence of tonal combinations. Based on the results, some pedagogical suggestions are proposed for teaching Mandarin tones to Vietnamese learners.