吴语区英语口音研究.doc

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1、研究对象、目的与意义： 吴语区，指的是今上海、江苏南部、浙江、安徽南部、江西东北部、福建北一角。吴语区有长达数千年的深厚的历史文化沉淀。吴方言，又称吴语、吴越语、江南语、江浙话、浙江话，属于汉藏语系汉语族。它是中国境内最古老的语言，其形成的历史可以追溯到春秋战国时代。吴语区通行吴语，使用人口一亿，在国际语言排名中，吴语在中国排第二位，在全球排第十位，是世界上最大的非官方语言。 21世纪是一个国际化的知识经济时代。社会对外语人才的需要呈现多元化趋势。这决定了21世纪我国高等学校英语专业人才培养目标和规格的提升。英语作为一门语言，随着世界全球化趋势的增强，它已经成为国际上使用最广泛的交流工具。但各

2、国甚至各地区的英语学习或多或少受到本地环境如母语，文化，宗教，习俗等的影响，从而导致偏差并形成一系列特殊语言变体。如印度英语，南非英语，美国英语等，虽属于英语语族，但已具有了不同于标准英语的特征。自中国改革开放三十年以来，频繁的对外交流使得越来越多的中国人开始学习英语。在学习的过程中一些学习者没有很好地理解英语规则，而是按照自己主观意愿和思维方式生搬硬套，形成了不符合英语规律和习惯的中国式英语表达。在中国，来自汉语方言的语音、语调极大地冲击着英语的发音,给交际带来很多障碍。本文借鉴不同时期中外学者对于汉语方言对英语口音的影响的研究，以吴语区为例进行具体分析，以图发现不同因素对英语口音的影响。本

3、文具体将以语言迁移理论作为研究着手点，研究当地方言的语音特点及做出对其英语发音的影响分析，并提出发音建议，这对吴语区人学好英语发音具有一定借鉴意义，有一定的社会实用价值。 The Wu dialect area today refers to somewhere including Shanghai, south of Jiangsu, Zhejiang, south of Anhui, northeast of Jiangxi and the corner of north Fujian. Wu district has a profound historical culture preci

4、pitation for thousands of years. The Wu dialect belongs to the sino-tibetan language of Chinese. It is the oldest language in China and the forming history can be traced back to the Spring and Autumn Warring States period. The Wu dialect is using a population of one hundred million. In the internati

5、onal language, Wu dialect in China ranks second while ranks tenth in the whole world. Wu dialect is one of the worlds largest unofficial language. The 21st century is an international era of knowledge and economy. Societys need for foreign language talents showed a trend of diversity. It determines

6、the promotion of English professional talent training objectives and standard in the institutions of higher learning in China in the 21st century.As the globalization of the world, English as a language has become the most widely used media of communication in the world. However, English learning in

7、 each country or even region more or less influenced by the local environment such as native language, culture, religion, custom and so on. It may lead to the deviation and form a series of special language variants, such as Indian English, South African English and American English. Although they b

8、elong to cognate English, having the characteristics which are different from the standard English. Since Chinas 30 years of reform and opening up, the frequent foreign exchange makes more and more Chinese start to learn English. In the process of learning, some learners did not understand the rules

9、 of English very well, but according to their subjective intention and the way of thinking. Over time they formed a Chinglish expressions that are not in conformity with the English law and habits. In China, however, from the Chinese dialect pronunciation and intonation greatly impact on English pro

10、nunciation. It also brings a lot of obstacles to daily communication. This paper uses research about the influence of Chinese dialect on English accent made by Chinese and foreign scholars in different periods. Take Wu dialect area for example and give a concrete analysis, in an effort to find the i

11、nfluence of different factors on the accent. This paper will with language transfertheory as a research starting point, studying the phonetic features of local dialect, making analysis on the influence of the English pronunciation and putting forward the suggestion of the pronunciation. It will have

12、 a certain significance on the Wu district people to learn English pronunciation well and also have certain practical value in todays society. 研究现状（即文献综述）： 最早以现代科学方法调查研究吴语的是赵元任先生。在1928年出版的现代吴语的研究中，赵先生调查了吴语33个方言点。自1928年赵元任现代吴语的研究出版以来,吴语的研究取得了令人瞩目的成果。本文在实地调查的基础上,对吴语区方言的语音进行全面描写,对其中的一些特殊语音现象进行深入分析, 再运用

13、语言迁移理论对其进行解释。 最早提出迁移过程中的认知问题的是苏联心理学家谢列鲁宾斯坦。他认为，概括是迁移的基础，要使迁移得以实现，学习者必须先把两个课题联系起来。随着迁移研究的深入，母语迁移这一概念在20世纪四五十年代兴起的对比分析理论中提出，现在已引起了学术界越来越广泛的关注和重视。国外母语迁移研究于上世纪80、90年代达到高潮，无论是理论还是实践上都取得了很大的成就。朗文语言教学及应用语言学词典中解释了母语迁移的概念。罗德埃利斯在第二语言习得概论主要阐述了第一语言（通常也是母语）在二语习得中的作用，并举例说明中国人和日本人由于第一语言和第二语言英语的异同导致的英语学习效果的不同。相较国外而

14、言，国内研究起步较晚，发展较缓，成果也少。到目前为止，国内发表的文章仍然有限，专著更少，理论探究不深，实践也少。母语迁移是许多语言学家和外语教师普遍关注并有争议的一个问题。罗亚凤、江华珍、岳进、李姬巍等老师都在其发表的文章中详细阐述了汉语在英语学习中的正、负迁移作用，并提出来一些教学建议。对母语迁移作用的研究不仅可以提高教师的教学质量，而且可以使学习者避免很多不必要的麻烦。 李文中曾指出“中式英语是指中国的英语学习者和使用者由于受母语的干扰和影响，硬套汉语规则和习惯，在英语交际中出现的不合规范英语或不合英语文化习惯的畸形英语”。如在汉语中寒暄时常说的“很抱歉打扰您这么长时间。”如果使用中式英语

15、直译过来便成了“I am sorry to have disturbed you so long.”这种英语虽然没有语法和词汇上的错误，但对英语国家的人来说是不可理解和接受的。 Zhao Yuanren was the first people who made an investigation of Wu dialect with modern scientific method. In the book the study of modern Wu dialect published in 1928, Mr Zhao investigated 33 points of Wu dialect

16、. Since 1928 the publication of Zhao Yuanrens book the study of modern Wu dialect, the research about Wu dialect had made remarkable achievement. In this paper, on the basis of field investigation, I make a comprehensive description about the pronunciation of Wu dialect and a in-depth analysis of so

17、me of these special phonetic phenomenon. Then I use the language transfer theory to explain these results. Scholars in the West have been seriously interested in Wu dialects for well over a century. The earliest documented work on a Wu dialect was printed in English in 1858: MacGowan, A collection o

18、f phrases in the Shanghai dialect.(Revised edition, 1862.)Studies on Wu in the west can be roughly grouped historically into three categories: (1) Earlier works, from the first documented publications of the mid-19th century to those published up to around 1940. We could possibly give works of this

19、era the tag label of “pre-linguistic” in the sense that for the most part, the authors were not systematically trained in the area of scholarship we now generally recognize as “linguistics”. (2) Those works published after the finish of World War II up until the mid 1960s; this second group can conv

20、eniently be called “linguistic” in that the authors of all these studies are recognized scholars with formal training in modern scientific linguistics. (3) Those works from the late 1960s to the present time, the authors of which are still actively engaged in research in the Wu dialects. We can call

21、 this group “contemporary”.Michael Sherard has also done extensive field research in the Wu dialect. Although to date he has been concerned primarily with presentation of data gathered on Shanghai, like Walton, Sherards field experiences and his attempts to gain some practical proficiency in the lan

22、guage have led him to theoretical speculations outside the realm of more traditional phonological descriptions. Walton notes the following about Sherards 1972 Shanghai Phonology:Sherard went outside of both the structuralist and generative traditions in his study of Shanghai. The main reason for thi

23、s, it seems, stems from a feeling that these theories placed undue emphasis on segment-sized phonemes as the key subsyllabic elements in phonological analysis. Sherards analysis tends towards that of Firthian prosodic school. It was the Soviet psychologist Rubenstein who first suggested cognitive pr

24、oblems in the process of transference. He thought that summarization was the basis of transference. Learners must relate the two topics if they want to make the transfer be realized. With the deepening of the transference study, the concept of native language transfer was put forward in the contrast

25、 analysis theory which was emerged in the 50s of the 20th century. And it now has aroused more and more attention of the academia. The research about language transfer abroad reached its climax in the 80s and 90s last century, both in theory and in practice has made great achievements. Longman Dicti

26、onary of Language Teaching&Applied Linguistics has explained the concept of native language transfer. In the book Understanding Second Language Acquisition, Ellis, R mainly elaborates the role of first language (usually is also native language) in second language acquisition. He also illustrated exa

27、mples between Chinese and Japanesethe similarities and differences between first language and second language leads to different English learning effect. Compared with foreign countries, domestic research started relatively late, developed relatively slow and had little results. So far, the amount o

28、f papers published in China remains limited. Monographs apparently even less. Theoretical inquiry is not deep. Mother tongue transfer is a problem to which many linguists and foreign language teachers pay attention. Teachers such as Luo Yafeng, Jiang Huazhen , YueJin and Li Jiwei all elaborated the

29、effect of positive and negative transfer of Chinese in English learning in their published articles in detail. And they also put forward some teaching proposals. The research about mother tongue transfer can not only improve the quality of teachers teaching, but also can let the learners avoid a lot

30、 of unnecessary trouble. Li Wenzhong has pointed out that: Chinglish refers to deformed English which is substandard in English communication. Due to mother tongues interference and influence, English learners and users in China apply the whole set of Chinese rules and habits arbitrarily. Such as gr

31、eeting in Chinese often say “很抱歉打扰您这么长时间。”If you use the Chinglish to translate, it has become I am sorry to have disturbed you so long. Although there is no mistakes in grammar and vocabulary, it is inscrutable and unacceptable for people in English-speaking countries.1. MacGowan, John. 1862. A Col

32、lection of phrases in the Shanghai dialect. Shanghai: Presbyterian Mission Press2. Sherard, Michael. 1972. Shanghai Phonology. Ithaca: Cornell University PhD Dissertation3. Jack, C.Richards, John Platt and Heidi Platt. Longman Dictionary of Language Teaching&Applied Linguistics. Longman Group UK Lim

33、ited, 19924. James, C. Contrastive Analysis. London: Longman5. Odlin T. Language Transfer: Cross-Linguistic Influence in Language Learning. New York: Cambridge University Press6. Ellis, R. Understanding Second Language Acquisition. Oxford University Press, 19997. 罗亚凤. Mother Language Transfer in Eng

34、lish Language Learning J. Value Engineering8. 江华珍. 母语对二语习得的迁移影响及教学启示J.湘南学院学报，2010（Vol.31 no.3）9. 岳进，李姬巍. On Negative Transfer and Its Solution Strategies in English Learning ProcessJ. 鞍山师范学院学报，2007-10.9（5）10. 李文中. 中国英语与中国式英语J. 外语教学与研究. 1992，42.1 The Origin of Euphemism2.2 The Definition of Euphemism

35、研究内容和方案：1. Introduction2. The study of language transfer theory 2.1 The origin of language transfer theory 2.2 The definition of language transfer theory 2.3Language contact and language transfer 2.4Language transfer phenomena in English learning3. The influence of universal law of Chinese pronuncia

36、tion on English accent4. The influence of Wu dialect on English accent 4.1 vowels 4.2 consonants 4.3 tone 预期成果和创新点： 以论文的形式，通过分析研究，将更全面更系统地把理论与实践完美地结合在一起。其中不仅要研究吴语区的英语口音，发现不足之处，还要根据研究发现提出有建设性的意见。本研究对语言教学尤其是普通话教学具有一定价值。现在虽然普通话的普及程度很高，但是要在普通话水平测试中考上一级甲等还是很难的，因为我们的普通话都带有明显的方言色彩。通过调查研究，我们可以总结出吴语与普通话的对应规律

37、，有效地指导方言区的人提高普通话水平。 此外，前人运用语言迁移理论对在英语学习过程中汉语对其的影响的研究已有一定的成果，但具体以吴语区为例的则数量较少，所以说这将会是一个新的也值得探讨的领域。笔者希望可以从不同地区方言对英语口音影响的文献入手，寻找类似这一领域的观点和理论，最终得出一些初步结论，以供后人继续探索和完善。 This paper will combine the theory and practice more roundly and more systematically through analysis and study. In the paper, I should not

38、 only study the English accent of Wu area and find deficiencies, but also put forward constructive views according to the study. This research has certain value for language teaching, especially Mandarin teaching. Now the Mandarins degree of dissemination is very high, but to have one-level grade in

39、 Putonghua Proficiency Test is very difficult. Through the investigation and study, I hope I can come to the conclusion that the corresponding rule between Wu dialect and mandarin, and then effectively guide the people to improve their Mandarin leve In addition, the predecessors have got a certain a

40、chievements on in the process of English learning the influence of Chinese dialect on English by using the theory of language transfer. However, the amount of specific to Wu district as an example is less, so it will be a new and worth exploring area. I hope I can from the literature on the impact of different regional dialects on English accent, look for similar to this field of view and theories, finally, come to some preliminary conclusions for future generations continue to explore and improve.