Effects of different teaching methods on the production of Mandarin tone 3 by English speaking learners
Effects of different teaching methods on the production of Mandarin tone 3 by English speaking learners
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不同教学方法对英语学习者普通话声调3的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Ratree Wayland
中科院分区：
文献类型：
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作者：
Yunjuan He;Qian Wang;Ratree Wayland
本研究比较了两种教学方法对英语学生普通话声调三的效果。对照组（n=12）接受以音调方向为重点的教学，其中音调3作为降升轮廓音引入；实验组（n=12）接受以音调高度为重点的教学，其中音调3作为低阶音引入。在1个月、2个月和3个月的教学后，对单音节单词、双音节单词和句子中产生这种音调的能力进行了评估。结果表明，以音高为中心的教学方法在句子层面提高了在连接的音调环境中声调3的产生，而以音高方向为中心的教学方法在培养学生孤立地产生声调3方面更为有效。更重要的是，与以音高方向为重点的教学方法不同，以音高高度为重点的教学方法的有效性推广到新词。它帮助第二语言学习者培养了一种自学发音不熟悉单词的技能。
This study compared the effectiveness of two teaching methods on the production of Mandarin Tone 3 by English-speaking students. The control group (n=12) received pitch direction-focused instruction in which Tone 3 was introduced as a falling-rising contour tone while the experimental group (n=12) received pitch height-focused instruction in which Tone 3 was introduced as a low level tone. The ability to produce this tone in monosyllabic words, disyllabic words and sentences was assessed after 1 month, 2 months, and 3 months of instruction. The results showed that the pitch height-focused teaching method improved Tone 3 production in connected tonal environments at the sentence level, whereas the pitch direction-focused teaching method was more effective in training students to produce this tone in isolation. More importantly, unlike the pitch direction-focused method, the effectiveness of the pitch height-focused teaching method generalized to new words. It helped L2 learners to develop a self-learning skill for pronouncing unfamiliar words.