高中生英语基本句型语调产出实验研究

An Experimental Study on the Intonation Production of Basic English Sentence Types by Senior High School Students

摘要: 语调是传情达意的核心载体和语义句法的外在客体。本研究通过语音实验考察了120名高中生4种英语基本句型语调的产出情况及典型错误。研究结果显示：(1) 高中生4种句型的语调总体产出正确率仅为58.02%。按调型看，降调、升调产出正确率分别是64.38%和45.31%，降调显著优于升调。按句型看，陈述句、一般疑问句、特殊疑问句、感叹句语调的产出正确率分别是65.73%、45.31%、60.00%和66.04%，句间总体差异显著。其中一般疑问句正确率最低，其他3类仅达到或略高于60%。(2) 典型错误上，调型混用和核调重音缺乏最为明显。前者表现为降调、升调混用和调型不完整，后者表现为音高阈值过窄、时长不足等。以上结果表明，对处于英语语音语调习得关键期和基本定型阶段的高中生而言，他们的基本句型语调习得情况与新课标要求存在较大距离，由此呼唤高中英语教学加强语调知识的显性系统讲解和针对性实训实练，以提升学生语调意识和产出能力。

Abstract: Intonation serves as a core vehicle for conveying emotions and intentions, as well as an external manifestation of semantics and syntax. This study, through a phonetic experiment, examined the intonation production of four basic English sentence types by 120 senior high school students and identified their typical errors. The results show that: (1) The overall correct production rate of intonation for the four sentence types among senior high school students is only 58.02%. In terms of tone types, the correct production rates for falling and rising tones are 64.38% and 45.31% respectively, with falling tone significantly outperforming rising tone. Regarding sentence types, the correct production rates for declarative, yes-no interrogative, wh-interrogative and exclamatory sentences are 65.73%, 45.31%, 60.00% and 66.04% respectively, showing a significant overall difference across sentence types. Among them, yes-no interrogatives yield the lowest accuracy, while the other three types only reach or slightly exceed 60%. (2) As for typical errors, the most prominent are mixed use of tone types (manifested as confusion between falling and rising tones and incomplete tone contours) and lack of nuclear tone stress (manifested as excessively narrow pitch range and insufficient duration, etc.). These findings indicate that for senior high school students, who are in a critical period and a relatively stable stage of English intonation acquisition, their acquisition of intonation in basic sentence types falls considerably short of the requirements of the new English curriculum standards. This calls for an enhanced emphasis on explicit and systematic instruction of intonation knowledge in senior high school English teaching, along with targeted practice, so as to improve students’ intonation awareness and production competence.