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| 題 名 | 拍リズムの習得が中国語母語話者の促音発音に与える影響--リズム知覚と発話生成の関連からの考察=節拍節奏習得對以中文為母語者之日語促音發音之影響--從節奏知覺與發話生成的關聯探討、The Effect of Mora Rhythm Acquisition on the Geminate Consonant Pronunciation of Chinese Native Speakers: A Study on the Relationship between Rhythm Perception and Speech Production |
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| 作 者 | 黃思瑋; | 書刊名 | 東吳日語教育學報 |
| 卷 期 | 59 2026.03[民115.03] |
| 頁 次 | 頁61-90 |
| 分類號 | 803.1 |
| 關鍵詞 | 日語教育; 促音發音; 節奏教學; 中文母語者; 拍節單位; Japanese language education; Geminate consonant pronunciation; Rhythm instruction; Chinese native speakers; Mora unit; 日本語教育; 促音発音; リズム指導; 中国語母語話者; 拍単位; |
| 語 文 | 日文(Japanese) |
| 中文摘要 | 本研究以中文母語者為對象,實證檢驗節奏教學對日語促音發音習得之效果。特別設定「以拍為單位之教學」與「以拍群(tact)為單位之教學」兩種節奏教學法,從知覺一致率與音響特徵(閉鎖持續時間)兩個角度,比較分析其對促音發音改善的影響。實驗結果顯示,兩種教學法皆使學習者在教學後的發音相較於教學前有顯著提升,支持了假設一:「節奏教學能提升促音之正確發音率」。至於假設二:「以拍為單位之教學比以拍群為單位之教學更有效」,雖未達統計上顯著差異,但從平均值及效果量觀察,前者呈現更明顯的改善趨勢。此結果顯示,以拍為單位之教學能使學習者明確意識到作為音韻單位的「一拍」,重新認知促音之時間結構。綜上所述,節奏教學可改變學習者之時間知覺,進而改善促音的物理生成,顯示在日語教育中,結合「拍節單位的明確理解」與「身體化節奏感培養」之整合式節奏教學,具有顯著之有效性。 |
| 英文摘要 | This study examined the effects of rhythm instruction on the acquisition of Japanese geminate consonant pronunciation by native Chinese speakers. Two instructional methods, mora-based and tactus-based, were compared in terms of perceptual accuracy and closure duration. Both groups showed significant improvement after training, indicating that rhythm instruction effectively enhances geminate consonant accuracy. Although the mora-based method did not yield a statistically significant advantage, it showed greater improvement in mean scores and effect size. The results suggest that mora-based instruction increases learners' awareness of the mora as a phonological unit and supports the reorganization of temporal structure in pronunciation. Overall, rhythm instruction improves temporal perception and timing control, highlighting its pedagogical value in Japanese pronunciation teaching. |
本系統中英文摘要資訊取自各篇刊載內容。