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Many studies (McBride-Chang et al., 2008; Bialystok et al., 2005) have shown that the syllable is the basic unit when learning Chinese pronunciation. This study attempts to explore how adult native speakers of Polish (non-tonal language with the alphabet based on Latin script) develop Chinese tonal syllables through intensive training at the beginning level. Students from the Faculty of Philology participated in a four-stage phonetic teaching program and experiment. First, learners exercise excessive articulation of vowels, practicing how to carry the tone. Secondly, students try to assign the meaning to the joined segmental and supra-segmental phonetic units. Then, when acquisition of Chinese morphemes/lexemes must be supported with visual (when reading) and motor (when writing) indicators of the information encoded in the writing system, the written form of Chinese characters differentiates homophones in the learning process. Finally, students are trained to decode the heard syllables in a sequence into meaningful phases and sentences by pronouncing them loudly, but first listening to them being spoken out by themselves, while keeping in mind a specific Chinese character and its corresponding sound. Next, the pronunciation experiment in two series provides an insight into the development of the Chinese syllable production. This study successfully provides a syllable teaching program for non-tonal adult speakers of a language with mostly phonemic orthography script, to help them make progress in acquiring Chinese. McBride-Chang et al., 2008; Bialystok et al., 2005等均表明音節是學習華語發音時的基本單位。本研究試圖探討以波蘭語為母語的成年人，如何通過初階的強化訓練來習得華語聲調。本研究邀請11位波蘭漢學系學生為參加一個四階段的語音教學實驗。首先，讓學習者能夠練習帶著聲調的元音；第二步驟為協調聲音（尚未成語言）的發音與感知與物理現象（聲調）反應，讓學習者能將意義連接至對應的音段和超音段；第三步驟為利用書面形式中編碼的訊息，訓練閱讀時的視覺與書寫的文字傳遞，讓學習者能夠在漢字的書面形式，區分同音詞。最後，為讓學習者大腦閱讀比說話更快，反覆訓練他們的音節、語素意義與句法結構，讓每個單位在編碼發音前，都是有意義的排序。最後，兩個不同時間點的發音成果，支持了這套密集訓練，對於這群學習者的有效性。本研究成功提供音節教學程序，讓非字母、非聲調成年學習者在學習華語時，獲得顯著進步。 |
