【作者】 余可可； 张捷； 王瑞明；

【Author】 Keke Yu;Jie Zhang;Ruiming Wang;Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, Key Laboratory of Brain Cognition and Education Science of Ministry of Education, Center for Studies of Psychological Application, School of Psychology, South China Normal University;

【机构】 广东省心理健康与认知科学重点实验室/教育部脑认知与教育科学重点实验室、华南师范大学心理学院/心理应用研究中心；

【摘要】 声调是声调语言(例如汉语和泰语)的一个重要语音特征,能够用于区别词汇的意义,对声调语言作为第二语言的学习有重要意义。声调的主要特征在于音节水平的音高变化,音高手势则是学习者利用手部动作来模拟声调的音高变化。具身认知理论认为,手势的使用能够为学习者提供感知与运动等多模态的经验,有助于个体的认知加工。相比对声调音高变化的观察(音高观察),音高手势更有具身性。但这种方法是否更有助于二语词汇声调的学习,先前的研究结果并不一致。此外,先前研究只初步探讨了音高手势对声调范畴学习(识别声调的范畴)的影响。而声调学习除了范畴的学习外,还有音高声学特征(区分声调的音高声学特征)和语音-语义联结(判断声调词的语义)的学习。音高手势对这两方面声调学习的影响仍有待探讨。因此,本研究的目的在于进一步考察音高手势在音高声学特征,声调范畴和语音-语义联结等多个层面二语词汇声调学习中的作用。具体来说,本研究以没有泰语学习经验的汉语母语者为研究对象,采用区分范式、辨认范式和词图匹配范式,分别比较了三种方法(音高手势,音高观察,无手势与观察)对泰语声调的音高声学特征,声调范畴和语音-语义联结学习的影响。总体研究结果显示,相比音高观察和无手势与观察两种方法,音高手势对泰语声调的学习有显著的促进作用,这种促进作用表现在各个层面的声调学习中。而音高观察和无手势与观察对泰语声调各层面学习的影响均没有显著差异。本研究揭示了音高手势在二语词汇声调学习中的作用,也体现了具身经验对二语语音学习的促进作用。更多还原

【Abstract】 Lexical tone is an important phonological feature for tonal languages like Mandarin and Thai. It could differentiate the word meanings, and is significant to tonal language as a second language(L2) learning. Lexical tone is a kind of pitch variation on the syllable level, and pitch gesture refers to that learners adopt their hand movements to simulate the pitch variation of lexical tones. The embodied cognition theory proposes that the use of gesture provides learners multi-model experience including perception and motion, which can promote individuals’ cognitive processing. Compared with pitch observation, pitch gesture could provide learners more embodied experience. But it was controversial that whether the pitch gesture could facilitate L2 lexical tone learning better than the pitch observation. Moreover, previous studies mainly explored the role of pitch gesture in lexical tone identification. How this method affects lexical tone discrimination and word-meaning association remains to be further investigated.Therefore, the present study aims to explore the role of pitch gesture in L2 lexical tone learning, including lexical tone discrimination, lexical tone identification, and word-meaning association. Specifically, we recruited native speakers of Mandarin who did not have Thai learning experience to participate in the experiment, and compared the effects of three approaches(pitch gesture, pitch observation, no gesture or observation) on the three aspects of Thai lexical tone learning, via discrimination, identification, and word-picture matching paradigms respectively. The results showed that the pitch gesture played a significant better role than the pitch observation and no gesture or observation in the learning of Thai lexical tones, including lexical tone discrimination, lexical tone identification, and word-meaning association. But the pitch observation and no simulation or observation played similar roles in the three aspects of lexical tone learning. These results revealed the role of pitch gesture in the learning of L2 lexical tones, and suggested that the embodied experience could facilitate L2 speech learning.更多还原