CAJ | 학술논문

本研究通过合并、分离、删除和分割四个分项技能测试考察了我国边疆民族地区高专学生的英语语音意识，发现学习者相对普遍善于加工语言共性大、策略迁移为主的高层语音结构，但对语言差异大、内容迁移为主的低层基础语音单位的掌握较差。尽管少数民族学生在高层结构的处理中略显优势，在低层单位的掌握上劣于汉族学生，但语言背景的作用并不显著。根据语音意识的发展特征，提出了一些针对性的语音教学建议。
본연구통과합병、분리、산제화분할사개분항기능측시고찰료아국변강민족지구고전학생적영어어음의식，발현학습자상대보편선우가공어언공성대、책략천이위주적고층어음결구，단대어언차이대、내용천이위주적저층기출어음단위적장악교차。진관소수민족학생재고층결구적처리중략현우세，재저층단위적장악상렬우한족학생，단어언배경적작용병불현저。근거어음의식적발전특정，제출료일사침대성적어음교학건의。
The present study investigates English phonological awareness of the vocational college studuents in frontier minority areas through blending, isolating, deleting and segmenting tests. The results show that learners are generally good at processing higher phonological structures which share more cross-language commonness and are more based on strategy-transfer, but perform worse on basic phonetic units which present more diversities and are based more on conten-transfer. And although the language context makes no significant difference, minority students take a marginal advantage over Chinese students in the former, while they are at a comparative disadvantage in the latter. Some phonetic teaching suggestions are provided according to the awareness developing features.