اکتساب المتعلمين السعوديين لوقت بدء الصوت (VOT) في اللغة الإنجليزية The acquisition of VOT of [b d g] in the context of Saudi Learners of English

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلف

أستاذ اللغويات المساعد بکلية الآداب والتربية - جامعة الحدود الشمالية

المستخلص

هناک العديد من الدراسات التي تطرقت إلى خاصية وقت بدء الصوت (VOT) في الحروف الوقفية المهموسة (الغير صائتة) (Voiceless stops) ولکن توجد ندرة في الدراسات على اکتساب الأصوات المجهورة (الصائتة) (Voiced) من قبل متعلمي اللغة الإنجليزية العرب وخصوصاً المتعلمين السعوديين. هذه الدراسة تبحث کيف يتم نطق تلک الأصوات وذلک في سياق مجموعة من حروف العلة (Vowels) التي تليها في النطق مباشرة. تمت مقارنة أداء نطق الأصوات للمتحدثين الإنجليز مع أداء نطق الأصوات للمتعلمين. شارک في الدراسة ٢٠ متعلم للغة الإنجليزية و١٠ متحدثين أصليين انجليز، و ١٠ متحدثين أصليين عرب. نتائج الدراسة أشارت إلى أن حرف العلة الذي يلي وقت بدء الصوت مباشرة، ليس له أي دور في عملية اکتساب تلک الأصوات، خلاف ما وجدته بعض الدراسات من إن هناک دور کبير لحرف العلة في تحديد مدة وقت بدء الصوت. بالرغم من محدودية ما تم اکتسابه من قبل المتعلمين، إلا أن هناک مؤشرات تدل على أن التعليم قائم ومستمر ولکن الأصوات الوسطية (coronal stops) تبدو أنها هي الأکثر صعوبة.
There wereseveral research studies conducted on the VOT of voiceless stops of L2 English but little has been devoted to the acquisition of voiced stops of English by native Arabic speakers in particularadult Saudi learners. This study explored how stops were produced within the context of certain vowels; the focus was put on native Arabic speakers in general then on Saudi learners of English whose VOT was compared with English native speakers. In this respect, 20 Saudi learners of English and 20 monolinguals (10 English and 10 Arabic monolinguals) had been selected to take part in this study. The results showed that the vowel following a stop did not have any effect on the learning of VOTunlike what was predicted in Johnson and Babel (2010). Although the learning appears less rudimentary as only two participants have learnt [b] but none of them had learnt [g] or [d], there were signs of learning among the participants. The path of learning showed that English coronal stops appeared to be the most difficult for the learners. 

الكلمات الرئيسية

الموضوعات الرئيسية

المراجع

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Appendix 1
 
A: Stimuli for English stops
Beep, deal, geese,
Bar, dark, guard,
Boot, do, goose
 
B: Stimuli for Arabic stops
بیر  باب بوک
دیک  دور دار
قال قول قیل
Appendix 2
The comparison of VOT between the learners who produced pre-voiced utterances of English /b d g/ and the Arabic monolinguals' utterances of Arabic /b d g/.
 
[b]
[d]
[g]
Mann-Whitney U
58.00
57.00
75.0
Wilcoxon W
229.00
247.00
265.00
Z
-1.534
-1.744
-.918
Asymp. Sig. (2-tailed)
.125
.081
.359
Exact Sig. [2*(1-tailed Sig.)]
.133a
.085a
.377a
 
 
 
 
 
 
 
 
التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية)
المجلد 37، 178 جزء 1
إبريل 2018
الصفحة 659-678

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