【作者】 陈素梅；

【导师】 李荣宝；

【作者基本信息】 福建师范大学 ， 英语语言文学， 2016， 博士

【副题名】来自闽方言—普通话儿童的证据

【摘要】 现有的语音意识表征理论和双语发展理论无法有效解释语音意识双语效应实验研究既发现“双语优势”也发现“双语劣势”的争议,本研究通过理论梳理和实地调查,提出这种双语效应的产生和发展不仅仅受两种语言的语言水平和语音结构特征的影响,还受来自社会文化层面因素的影响。结合语音意识双语效应研究的现状和我国福建方言区的内在多样性与外在统一性,研究从该省的三个主要方言区(闽东、闽南和客家)选择四个调查地点展开实证验证和探索。研究分三步进行。第一步,问卷调查并比较四地初中生(939人)对方言和普通话的语言认可度,发现两种趋势：一种是方言认可度低于普通话,种是方言认可度与普通话相当。第二个研究以第一个研究的调查结论为依据,分两次实验,比较方言—普通话认可度相同和不同的两个地区,考察两地是否会出现不同的语音意识双语效应。第一个实验考察方言认可度低于普通话的闽东方言点,比较小学一、二、三年级方言—普通话双语儿童与普通话单语儿童的语音意识,发现了方言经验的劣势效应。第二个实验考察方言—普通话认可度相当的闽南方言点,通过被试内和被试间比较227名二、三年级方言普通话儿童的语音意识,发现方言经验促进了儿童的语音意识水平。鉴于第二个研究的实验发现只能说明两种语言社会认可度在宏观群体层面上的相对平衡与否会造成不同的双语效应,第三个研究考察以认可度为主的社会文化因素,以及其它业已发现的个体和语言因素与方言儿童语音意识的相关性,以探讨微观层面上社会文化因素对语音意识的解释力。相关和回归分析发现语言因素对语音意识的影响最大,个体因素次之,社会文化因素最小,但不可忽视。调查从宏观和微观层面证实了社会认可度对语音意识双语效应具体表现形式的影响,发现影响双语效应的不仅有来自双语者自身的语言认可度,而且有来自外在双语互动者(父母)的语言认可度,并且这种影响呈动态变化。双语语音意识是社会文化、个体和语言三个层面的因素共同作用的结果。更多还原

【Abstract】 Current phonological representation models and bilingual development hypotheses lack predictive power in explaining the mixed results reported in studies concerning bilingual effect on phonological awareness. This thesis examined whether a socio-cultural approach would better account for the reported mixed results by suggesting that bilingual effect on phonological awareness may be conditioned by factors in social and cultural context in addition to the recognized individual and linguistic ones.Participants from Fujian dialect regions were investigated because of the dialect varieties in the province and because of the homogeneous language policy, social and economic situation at large. In the first study, a total of 939 Grade 7,8 and 9 students from four regions of three prominent dialect branches (Minnan, Hakka, Mindong) were invited to respond to questionnaires designed to address their orientation toward dialect and Putonghua. The survey revealed two patterns of dialect-Putonghua valorization across the regions:dialect less valued than Putonghua and dialect equally valued with Putonghua.The results of the survey then served as indicators for the eligibility of participants in the second study, which compared bilingual effect on phonological awareness with children from the two patterns of dialect valorization. Whereas Experiment I found bilingual disadvantage in the comparison of 32 Mindong dialect-Putonghua bilinguals with 32 Putonghua-only monolinguals from 1st,2nd and 3rd grades in their performance across tests of syllable, tone, onset and rime awareness, Experiment Ⅱ detected bilingual enhancement among the 227 2nd and 3rd grade Minnan children by within-and between-subjects design.While the second study found that the effect of dialect experience changed with the pattern of language valorization at group level, the third study examined whether socio-cultural factors like language valorization are reliably related with bilingual phonological awareness at individual level to consolidate the relation. The 227 Minnan children in the second study and their parents were invited to respond to questionnaires on their family background and valorization of dialect and Putonghua. The results showed that children’s phonological awareness was correlated with and predicted by linguistic, individual and socio-cultural variables in a hierarchical pattern.These results verify the suggestion that socio-cultural factors will affect bilingual phonological awareness from group and individual level and that bilingual effect on phonological awareness is a resultant of dynamic contributions from socio-cultural, individual and linguistic cognition.更多还原