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題 名 | 臺灣英語教育中字彙重音的教學現況與改進方式=The Status Quo of Vocabulary Word Stress Education and Its Improvement in Taiwan TESOL Field |
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作 者 | 劉立雯; | 書刊名 | 德霖學報 |
卷 期 | 23 2009.06[民98.06] |
頁 次 | 頁267-289 |
分類號 | 805.1 |
關鍵詞 | 重音節; 母音; 拼字; 多音節單字; 重音位錯讀; Accented syllable; Vowel; Orthography; Polysyllabic word; Word stress misread; |
語 文 | 中文(Chinese) |
中文摘要 | 台灣目前的英語教育並沒有將字彙的重音部分獨立出來,當做特別加強學習的一個 層面。大多時候是跟著每個單字的子、母音以及該字的音調一起練習的。也就是說,目 前單字的重音通常被視為是需要跟隨不同字彙而學習的部分﹔而無一套有系統、放諸四 海皆準的教學方法或通則來指引同學。 本文建議利用一套單字重音判別規則來改善英語學習者所遇到的問題。此套規則能 幫助台灣學生在遇到不認識、沒聽過其發音的多音節英文單字時,能夠在不需要查證字 典、其他發音輔助工具或示範者的情況下,僅慿單字的拼寫即能正確判斷該單字的重音 位置。本文提出此一教學法的重點,並以前測,教學介入與後測的成對相依樣本T 檢定 方式,驗證此一教學法之成效。 |
英文摘要 | Owning to a great dissimilarity in the speech sounds between Chinese and English and a serious lack of authentic oral modeling in the classroom, a considerable number of Chinese English students stress the wrong syllable on a great deal of multi-syllable English words. Chinese English students’ wrongly-stressed vocabulary words make their spoken English sounds foreign, unintelligent or even incomprehensible to native speakers of English. The current research recommends a set of word stress prediction model rules, which predicts stress through a word’s orthography and thus require minimum phonetic knowledge to learn how to stress the right syllables in unfamiliar English vocabulary words. The purpose of the current research is to advocate the significance of English orthoepy by demonstrating the effectiveness of a set of word stress prediction rules in improving the vocabulary pronunciation of Chinese English learners. The current research validates these model rules by investigating their effectiveness on 60 Chinese college English majors. Repeated-measures designs of paired pre- and post-intervention tests with a one-month stress rule intervention were implemented to compare the Chinese students’ performances on oral vocabulary reading before and after being tutored in stress placement rules. The statistical findings of the paired-samples t-tests suggested that there were significant improvements on both the students’ word stress placement using Webster’s dictionary as an evaluation standard and the students’ word intelligibility according to native English evaluators’ comprehension after the intervention. The strong positive Pearson correlation coefficient between correct word stress placement and word intelligibility also supported the hypothesis that correct stress placement increased authenticity in pronunciation and thus enhanced non-native speakers’ intelligibility by native speakers. By correctly accenting syllables, non-native speakers of English, like Chinese English students, are able to eliminate unwanted foreign accents, to reduce the odds of miscommunication with English speakers, and to improve the overall intelligibility of their spoken English. |
本系統中英文摘要資訊取自各篇刊載內容。