| Summary: | 碩士 === 東吳大學 === 日本語文學系 === 100 === Taiwanese Japanese learners would often confuse with the pronunciation of "ヤ", "ユ", and "ヨ" (hereafter target sounds) at early stage of learning. The confusion with "ユ" and "ヨ" is especially common among learners. Though researches on Taiwanese Japanese learner’s difficulties in pronouncing the target sounds have been studied, few studies focused on the possible reasons and empirical research. Thus, the study conducted an experiment on Taiwanese vocational high school students in acquisition of the target sounds. Through empirical research on Taiwanese Japanese learner’s production of the target sounds, the study aim to analyze the mistake tendency.
The thesis includes seven chapters. Chapter 1 was introduction containing research motivation and purpose of the study. Chapter 2 was literature review on the common pronunciation errors of Taiwanese Japanese learners. Chapter 3 was a brief introduction of phonological system and syllabic structure of Japanese, Chinese, and Taiwanese in order to help learners understand the fundamental differences among the three languages and then point out the reasons for pronunciation difficulties. Chapter 4 was description of methodology, participants, and the experiments. Chapter 5 was data analysis and the results. Simple statistic software is used in the study to analyze the data and systematically presented learner’s production of the target sounds. Chapter 6 was discussion and the findings. The final chapter was conclusion and the indications for the further research. The reasons for the pronunciation errors of the target sounds are summarized in the following 5 perspectives: (1) the vocabulary structure (gojūon + target sounds / vowels + target sounds) (2) the location of the target sounds in vocabulary (front, middle, or back) (3) the length of learning Japanese (4) the interference of learner's first language (5) the frequency of using each target sound.
It is expected that the findings of the thesis would help Taiwanese Japanese learner’s pronunciation on the target sounds and also for the instructors, the more suitable lesson plan design to the Taiwanese Japanese learners.
|
|---|
