各種語言的語音結(jié)構(gòu)都包括音段結(jié)構(gòu)和超音段結(jié)構(gòu)。超音段特征是指超出單個(gè)輔音或元音的那些語音特征,包括重音、節(jié)奏、聲調(diào)和語調(diào)等。重音是非常重要的超音段特征。英語是一種重音節(jié)拍語言,有重讀音節(jié)和非重讀音節(jié)之分,句子中的重讀音節(jié)有規(guī)律地出現(xiàn),它們之間的時(shí)間間隔基本相等;而漢語則是一種聲調(diào)語言,即音節(jié)節(jié)拍語言,音節(jié)的高低變化能區(qū)分意義,音節(jié)間的時(shí)長基本等時(shí)。英漢兩種語言間的這種差異使得母語為漢語的英語學(xué)習(xí)者對(duì)于重音的分布不夠敏感,在朗讀英語時(shí),特別是朗讀英語文章時(shí),難以形成正確的重音產(chǎn)出。本研究以語言遷移理論、信息結(jié)構(gòu)理論和重音類型模型為基礎(chǔ),從重音總數(shù)、重音間隔時(shí)長、重音的實(shí)現(xiàn)方式（包括音高、時(shí)長和音強(qiáng)）和重音位置等四個(gè)大方面,將哈爾濱英語學(xué)習(xí)者的朗讀語料和英語本族語者進(jìn)行對(duì)比,以便發(fā)現(xiàn)哈爾濱英語學(xué)習(xí)者在朗讀英語短文時(shí)在重音產(chǎn)出上與本族語者有何不同之處,并分析了學(xué)習(xí)者產(chǎn)生重音差異現(xiàn)象的原因,希望能對(duì)哈爾濱英語學(xué)習(xí)者的語音習(xí)得以及未來的語音教學(xué)有所幫助。本研究的語音樣本選自中國社會(huì)科學(xué)院AESOP-CASS（Asian English Speech Corpus Project-Chinese ... 

【文章頁數(shù)】：79 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Stress Features of English
        2.1.1 Features of Word Stress
        2.1.2 Features of Sentence Stress
    2.2 Stress Features of Chinese and Harbin dialect
    2.3 Previous Studies of L2 English Stress Acquisition at Home and Abroad
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies in China
Chapter Three Theoretical Foundation
    3.1 Language Transfer Theory
    3.2 Information Structure
    3.3 Stress Typology Model
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Materials
    4.4 Research Instruments
    4.5 Labeling System
Chapter Five Results and Discussion
    5.1 Differences of Stress Production between Harbin English Learners and Native English Speakers
        5.1.1 The Number of Stress
        5.1.2 The Interval between Stressed Syllables
        5.1.3 Pitch of Stress
        5.1.4 Duration of Stressed Vowels
        5.1.5 Intensity of Stress
        5.1.6 Stress Position
    5.2 Explanations for Stress Deviations of Harbin English Learners
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions
References
Acknowledgements



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