聴覚能力と発音能力との関連

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9

聴覚能力と発音能力との関連

添

田

裕

AN EXPERIMENT IN THE RELATIONSHIP BBETWEEN

SOUND DISCRIMINATION AND SOUND PRODUCTION

Yutaka Soeda

Abstract

This is an expansion， for reconfirmation， of the previous experilnent in the close relationship between sound discrimination and sound production．

We concentrated again on some such phonetic phenomena as are found particularly at word−boundaries；（1）nasal plos三〇n，（2）1ateral plosion，（3）dental

〔t，d〕， and（4）／plosive／十／plosive or affricate／． The experiment， in order to

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coUect as much data as possible， was conducted qn a larger scale than the previous one． Thus the subjects numbered 30 in ali， and 23 items of（1），19 0f（2），340f（3）， and 500f（4）were examined． In addition， a statistical consideration was given to the results obtained．

0．本稿は，拙稿「ヒアリングについての二つの実験」（長崎大学教育学部人文科学研究報告，第26号，昭和52年3月）で論じた聴覚能力と再生能力との関連という問題で，テス

ト項目と被験者数をふやして得られたデータを前と同じ手法で分析しただけでなく，κ2検

定によって各項目の信頼性を確認したものである。Sittler（1975）1や0 Connor（1g67）2

の説をまつまでもなく，自然な速さと音調の英語を聴いてわかるようになるには，単語中心の音声練習だけでは不十分であり，弱形，同化，省略なでの音変化に慣れることがどう

しても不可欠である。したがって結局我々の最終目標はBrown（1977）3の言うところに

なるであろう。

1．Carrol（1967）4も言うように，発音能力と聴覚能力との間には確かに密接な関係があると思われる場合が多いので，この経験的直観に頼って指導しているのが実情であろう。

しかしできれば両者の密接な関係を証明するデータがあれば，もっと効果的で自信のある指導をすることができるであろう。今回も前の実験と同じように，聴覚・発音上の困難点

と思われる4項目，

①Nasa1 Plosion

②Lateral plosion

③Dental〔tdn，η〕

④／plosive／＋／plosive or affricate／

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10 長崎大学教育学部人文科学研究報告第28号

を含むテープを編集した。使用した録音教材名とinformantの数は次の通りである。

Fα∫ θγRθα4伽g（英潮社），3名 L伽9mρ加πθEπ91ゴ画Cθπγ∫θ，2名

E πg1廊乃ル働∫εθγ （Encyclopaedia Britannica）， 2名

刀g一一ノb解ηα1（アルク），1名

・4Pγocθ∬mEπg1航Eκργθ∬ゴ。π（鶴見書店），1名

2．以下はその録音内容である。

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H：ello．（1，の（倣θ）to speak to Mr． Ashida．

We have several persons by伽αの＠α圃working here．

May I speak to Mr． SuzukiP／Who is this calling， please〜／This is（Fγθ4）

（D側∫∫）。

1 msorry，1＠4 の（cα励）your name． Would you mind repeating itp May I speak to Mr． Ishli〜／Mr． Ishii is not in＠）（痂θ）moment．

Any time on（疏αの（4αy）would be flne。

1 mvery sorry， but sornething s come up and I＠oη の（ゐθ）able to come

in then．

Isee． All right．1 II cancel your appointment then．／Ihope I（肋りθη の

（Cαπ∫θ4） any inCOnVenienCe．

Would you like to（gεのαogθ孟乃θγ）on another dayP

Around what time would ＠）（6θ）P／Some time in the afternoon．1

（加のθη の（ α1Zθ4）Jane yet． Let rne speak to her． Then I ll call you（γ∫g玩）

（6αcゐ）．

1 mpretty sure thls is all right with Tom． Let s make＠）（4θガ競θ）unless you hear from me．

Friday at four is best for her．（凧。π1の（痂α彦）be all right with youP Fine． He（α∫為θ4）＠θ）to call you when I visited here and say hello ． Yes， certainly．（∬014）（漉θ）1ine a minute．

Shall we make＠）（伽。）o clock〜／Do you mind making＠）（酌γθθ）P I m

busy （αの（伽。）．

Certainly． Is⑦らαの（∫oz〃ゴ∫のor first class〜

What airport does that（∫1ゴg玩）（1伽θ）fromP／The（∫1ゴg乃の（4θρ観3）

from Newark Alrport．

What row are they inP／（捌9自酌）row．

When wiU you pick these tickets up〜／（1 4）（勲θ）to come by next week．

How long can you（乃01の（勧π）for meP Ihad the engine over一（加〃1θ4）（1αεのmonth．

IjUst（6α〃θ4）（♂0）Say a WOrd Of COngratUlatlOnS．

Ihope you have a （ρ1θαε傭）（♂吻）（うα6為）．

Thank you for the（ρ1θα∫傭）（伽6乃）yesterday．

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HkctJrf2helft}gAE･hlOmag (tsva) 11

I only have two listings for Bard. B‑A‑R‑D. Neither is (at) (that) address.

Just a moment while I write (it) (down).

That is an unlisted number. I'm not (allomped) (to) give it out.

How long will (it) (take)? / I don't know, sir. The lines are very busy now. /Ihave to go out in an hour. If you (can't) put (it) (through) by

then, I'll call tomorrow.

I had an accident this afternoon on my way home from school. My bicycle

skidded on a wet road, and I (didn't) (have) a chance to save myself. I got

up and (limped) (to) a nearby doctor's and had my (foot) (bandaged). But

the doctor said I (had) (better) have it x‑rayed. The doctor (didn't) (have)

time to do (it) (then), so I'll have to go and have (it) (done) tomorrow morning. The doctor thinks I may have a broken bone.I had a lot of (bad) (luck). I had my arm broken just a few months ago. That was a bicycle

(acccident), (too). I (had) (better) not use my bicycle on (wet) (days).

Mother hurried upstairs to see what Father wanted. He insisted on her

rubbing his back. Sick or well, that always soothed him, and he would have liked her to do it for hours. He (loved) (to) close his eyes, with someone's

hand moving quietly on him, while a feeling of comfort flowed into his

thoughts and his nerves. Mother (didn't) (think) much of rubbing, however.

She (didn't) (like) it herself. When anyone rubbed her, she stiffened and resisted at once. Consequently she had no idea of the right way to do it.

When she (had) (to) rub Father, she always (got) (tired) of it inavery

few minutes.

Then something happened between Maybelle and me. I never have figured

out just what it was. Girls like her are (hard) (to) understand. She began to (act) (dijCferent) toward me. At first I (wouldn't) (let) myself believe

this and (tried) (to) think it was just my imagination. She didn't (act) (glad) to $ee me any more.I(couldn't) (think) of anything to do about it

and she was on my mind all day and night. When I (did) (get) a chance to go out with her she was snippy and (didn't) seem to notice me. This made

me feel like something was the matter.

The (button) on the (cotton) shirt is rotten.

(Sttddenly) the sky began to (redden). / He's (written) to say he's (eaten) some turtle. / The wooden (paddle) was (hidden) and then･ forgotten.

I'11 call in between two (and) (three).

I like the style but I don't care for the colour, and it's a (bit) (large) too.

Sometimes he (liked) (to) walk home the long way from the Institute for Advanced Study.

He was a familiar figure by now and (eaccited) (no) special attention.

Every morning, whatever the weather, he (would) (leave) his house and set off on foot toward the edge of town.

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enSJ<e?igkge}tgtArtN‑eeiilltfiisull2IIr eg28El

When he first arrived, he was asked what equipment he (would) (need) in

his office.

He paid for his ticket and walked in, oniy to (find) (the) theatre empty.

You will (not) (need) the ticket when you return.

Candy is also (sold) (there). The clerk (at) (this) counter is always glad to help you.

This is because of our readiness to (accept) (their) faults and accentuate their virtues.

For the really cheap second‑hand volumes, the collector (must) (leave) the

main streets and go to Farringdon Road, for exampie, in the East Central

district of London

The syndicated political commentators write very freely, and (exert) (much) influence.

When Franklin D. Roosevelt and Harry Truman were campaigning for the presidency, most newspaper owners and editorial writers (opposed) (them);

most political reporters (favored) (them).

After supper I (wanted) (to) smoke, / and (asked) (the) widow to let me.

She (bothered) (me), and I got tired and lonesome.

Finally they (said) (their) prayers, and then everybody was off to bed.

The house was as still as death now, and so the widow (wouldn't) (know).

We (walked) (quietly) alongapath among the trees back towards the end

of the widow's garden.

Miss Watson's big servant, Jim, was sittmg (at) (the) kitchen door.

I thought (I'd) (die) if I couldn't scratch.

I (didn't) (know) how 1 was going to sit still.

But it seemed a (lot) (longer) than that.

So we went in there and (got) (three) candles.

Tom said he (slipped) (fim's) hat off of his head.

Then we (lit) (the) candles, and crawled in on our hands and knees.

And the (need) (throughout) the world / for (trained) (manpower) requires the use of all educational facilities wherever they may be located.

(At) (the) outset, every effort is made to draw foreign students into the life of the university.

On the other hand, poor preparation and larrguage difficulty (prevent) (many) foreign student from demonstrating their ability to the bests

advantage.

The status of the Ryukyu Islands was (settled) (during) this period, The people of that country had (tried) (to) maintain friendly relations with both China and Japan.

The Minister and his staff (made) (their) escape with great difficulty.

Viscount Aoki and others who foHowed in the Foreign Office (continued)

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ageseehtxgnefitawag (izgee) 13

(negotiations), but demanded terms of equality.

62. And he (managed) municipal affairs through both a "city counciV' and a

"city assembly".

63. In 1882 Okuma (organi2ed) (the) Kaishinto, or "Reform Party".

64. But his influence and his party were (short‑lived). '

'65. But if it is made (at) (the) expence of quality it soon becomes a harmful

one.

66. 0ur century, (at) (least) in appearance, is the golden age of the science of teaching.

67. Teaching cannot therefore claim, as in the past, to (attract) (the) very best

minds.

68. However, these needs should not be sacrificed either, since this would (create) (the) most serious kind of imbalance in society.

69. Thus, of all public services, education is, if (not) (the) most important, at least the one whose need is most immediately obvious.

70. Nevertheless, America is a country with a high level of mass educatio'n and a (vast) (network) of mass communications.

71. Certainiy, a folklorist would be (bold) (to) attempt to treat American folklore as a whole.

72. The same is true when the work of the group has (led) (toward) isolation

extending over long periods.

73. 0n the one hand, the same song or story may turn up in many places among many different group displaying some (slight) (local) touches.

74. For example, the British music hall ballad, "The Bad Girl's Lament," which tells of the degeneration and death of a prostitute, can be (traced) (through‑

out) the United States.

75. Tales (about) place names, (about) local feuds and loyalities, (abowt) local features have arisen wherever people have (noticed) (they) are different from

each other. '

76. In one sense those children (didn't) (learn) much English.

77. But they really (learned) (to) like English, and they (met) (me),a foreigner,

and my own children, who became friends.

78. They have a positive (set) (toward) studying it in the future.

79. For example, a mother of a four‑year‑old child (might) (buy) an expensive set of equipment and big boxes of materials from a door‑to‑door salesperson.

80. Today I think most of these children have forgotten the words and sentences I (taught) (them).

81. It never occurs to (that) (mother) to question the quality of the material.

3. tw ,wtg30a (pt :pt. gpt 1 ff 7 a, 3 ff 6 Z, 4q3 a,

ilil! 3 ￡) GJ[ >iS]1Oill> cD J[l? ‑ 7rzS?gV>V(' Jsl([Il{l,tSZv(fbfEa‑LZ < 6 ‑[iE‑

lig ff 2 ig 7 Z, 3 EF 4a, 4

ea pt JS( a cr..tt EFi ec filg:.1 egg iZ,

(6)

むわけである。聞く回数は1回だけなので，被験者は相当な緊張を強いられたことは容易に想像できる。そのあと前回同様次の語・句を1人つつ発音させて，発音能力を測定した。

Read the following aloud：一

1．ablack cat， a sweet tune， a big gamble， a deep Pit， a fast train， Ieap badly．

2． written， garden， button， certain， curtain， gotten， eaten， sudden， hadn t， didn t，

needn t couldn t wouldn t wooden．

，，

， 9

3．fatal， tattle， bottle，1ittle， cattle， saddle， middle， needle．

4．at the game， send those flowers， at the movie， at the outing， at three o clock，

build the house．

採点方法は前回のものを多少変更した。Word boundaryにおいて聴き取りにくいのは先行音であるから，それができておれば後続音ができていなくても半正答であるが後続音

だけの場合は誤答とした。例えばallowed toをallow toやallowedとしたのは半正答

として0．5点を与えた。toだけ書いても零点とした。以下の表では，○が正答，×が誤答

ないしは無答，△が半正答を表わす。第1表〜第4表における横のA〜Dノは30名の被験者を，縦に並んだ1，2，3…はそれぞれの音変化を持つ調査項目である。また1番下の数字は各被験者の正解率を％で表わしたものである。

(7)

〈第1表〉

聴覚能力と発音能力との関連（添田）

凡4＆4L PLOε10N

15

1，that name 2．asked me 3。button 4，cotton 5，Suddenly 6．redden 7．hidden 8。written 9．eaten 10．excited no 11．would need 12．not need 13、exert much 14．bothered me 15．wouldn t know 16．didn t know 17．trained manpower 1＆prevent many 19．continued

negotlatlons 20。managed

（municipal）

21．vast network 22．met me 23．that mother

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(8)

く第2表〉五沼7ER沼L PLO8101＞

囚BlCiD E剛GlH国JlK国MIN回pQR囹TlUMWXiY Z凶ゴ1（≦国

1．1 dlike

2．flight leave

3．1 dlike

4．一hauled last

5。Pleasant Iunch

6．bad Iuck

7．didn t like

8。woudn，t let

9．bit large

10．would leave

11．must leave

12．Iot longer

13．short−1ived

14．at least

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17●about （10ca1）

18．didn t learn

19．padd夏e

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(9)

聴覚能力と発音能力との関連（添田）

＜第3表＞DE〜》「T∠置Ltord

n n

_X殉

x

17

1．at the moment 2．Would that 3．Hold the 4．三tthree 5．eighth

AIB

xl△

×｝・

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○

D国FIG剛JIK幽N【・IP OlOlO

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○囚△blOlOlO：△【△1△1△1△1△囚△1△1△101△【△！△【×1△t△1×1△×Ol△！△

18

h。ld，h。m id中・ρ紳1×ldxl・bld△b｛φ

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it through ・｝×ゆゆψ叫1△1△ ×・1×1・1×1× ×｝×○図×図×

× x ^×図×

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×

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×囚× l i

it then 州・1・1咽・｝×i×｝・

× ×i△：Ol×｝△ ×ld×｝×：×iO｝×

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couldn t think

中・1・：・1・；・1・【・：・1△中d△1・bl・：×1△i・【・【d・1・1・i・1△b

×

and three ・！△聯：・：・ゆ｝・1・1×1・1×1・1・lx区・b；・b：・b｝d×1・id・｝△1・

find the

・1△bρ｝・ρ1・1・i△｝△i×幽△ _○・囚×bi△｝・i△○X

^{・i・ △i×}

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× ×｝×t×bi×図×図×1×i△｝×！×

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favored them △・1△1△1・卜・1・b図△i・：△b｝・1△ゆ1△

×△i△｝・｝△^△1△ 8 △｝×i^△i△×1

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said their

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25．at the outset

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26．made their ○

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27．organized the ○

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28．at the （expence）

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29．attract thLe

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30．create the

Ol△｝△｝Ol×｝OiO｝○図×：Oid

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31．not the ○；dOlOρρ｝φbblOb｝OlOlO｝OldO｝○：△biOIOO｝○｝dOO

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(10)

18

33．noticed they

長崎大三教育学部人文科学研究報告第28号

34．taught them

△ld・1・1・1・1・1△1△1△1×1・1△1・1△1・1・【△「×i△［×［・1×1△1△1△1△i・1・1×

△ld△i・1・b1・囚・1△1△ld・i△図・i・ゆ1・ゆ・1・t・1・囚・囚・1△i△

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＜第4表＞ PLO甜7E十P五〇817E or．んRFRκ畷TE

囚BlcDEFIGiHII【JIKIL図Ni・IPiQIRIsiT回vlw国Y幽㈱

1．didn，t catch 2．won，t be 3．haven t caused

4．it be

5．haven t called

6，right back

7．shouldn t cause

8．can，t （put）

9．foot bandaged 10．had better 11．had better

12．act glad 13．did get

14．walked quietly

15．about （place）

16．might buy

17．trip back

18．Fred Davis

19。that day

20．get together

21．it definite 22．it two 23．at two 24．that tourist 25．flight dep農rts 26．called to

・；・1・【・1中・1・i・1△！・1・1・lddd・ゆ図△ゆ1・1・1・1×1△1△1△1・i×

・i×・・：・：・b1・1×幽・1×1・1・bl・ld・図×1・1×b図×図・bl×

×i×1△1△［・；d×d△1×1・1△図×1×図・1×図△1△i△i△｝×因×1×1×1△1×

・1・1・【・i・｝・・1・1・ld×i・1・ld・ρi・i・bゆ1・1・1・1・1・i・図・ld・

・1・1・【・1・1・1・1・1・1△1・i△1△【・ldd・i・1・1△1・1・｝・b1△1・幽・1・

・i・b・1・id・ゆ1・1△1・1・1・・bl・1・i△1×d・1・1・ゆ1・bl・【・1・1×

△1×1△［・ldd△・：×i×1×ld△1×図△図△i△図×1×幽×［×図×1×［×

×1・1×1・ld・1×1×：・1××××i×1・；×ld××幽d×i×△1×1×1×図×

△1△i・1・1・1・1・1・i△1×1△t△i△：△i・：・i・1△幽△1・1×b｝△｝△i・△1△1×

・1・1・ゆbbb｝・i・ゆi×bl・1・｝・図・bi・bi・1・図・｝・1・1×1・；・・

・ld・1・1・ゆi・i・｝・1×i×1・：・1中d×1・1・1・×i・1△1・ld・1・1・bl・

×囚×1×i×1△図△｝×図×1×［×i×1×｝×幽××1×1△幽△｝△1×因××

・：・図q・lq・ゆ因・図・1・i×図d・｝・bb・1・1・ld・［×i×1△t△1×

△囚・ゆ［・；・｝・bld△i△｝△i△1・1×囚d△△1・；△i・ld・bl△［△bl△b

・1・1・i・ρ1・1・1・1・b［×idd・1×b［・｛・1・1・・i・・1・i・1・ld・1・1×

・ρb；・区φ・1・［△｝×ld×bl・1・｝・図×1・1・1・i・1・｝×b｝×1・1・1・

・ld中×id・・図△1×1・1△×幽×△×図×1・因×図×1×1×1×1×

・1・1・［・1・1・1・1・｝・1・1・】・1・｝・1・1・1・｝・1・1・1・1・1・［・｝・1・1・i・1・1×

・i…ゆ1・・i・i・1・1△1・1・1・1・1・・1・ゆ1・・i・1・1・1・i・1・1…

・；中・｝・｝・i・1・1・ゆ1△ld×bl△1・1・1△図△1・1・bl・1△1・図・1△1△

・図・i・1・i・1・id△1×1×・囚・1×ld×・1×1△図・1△・囚△1△【・bl△

△ゆ！△！d・1・ld・1・1×1×1・1・1△1・｝・図・因・1・｝・1・［・｝・1×［・ld・1・

d・×1△・bl・｛㈱bl・1・1・｝・1△1△bl・i・i△b1△1×1・id・【△1・×

△1△1△｝△｝△、△｝△｝△1△1△1×！△1△1△幽△1△1△1△！△｝△國△1×1×1△囚△

△｛△1△i△1△×1×i×i×1×××1×1×図△×叫図△××t△1×△△××

×｝d△｝d・、ムト艸1×｝△！△1△i△｝△｝△｝△図×bl×図×1・ト図△1×1・

(11)

聴覚能力と発音能力との関連（添田） ¹⁹

27．Pleasant trip

28．it down 29．allowed to 30． it take

31．limped to

32．it done 33．accident， too

34．wet days 35．loved to 36．had to

37．got tired

38．hard to 39．act different

40．tried to 41．liked to

42．wanted to 43．1 ddie

44．slipPed Jim s

45．settled during

46．tried to 47．bold to

48．led toward 49．learned to 50set towards

Ol△囚OI△101dOl×1×1△d×1△1△｛△i△10△1×1△10i△i△i△1△i△△1△△

OIOi△101010囚○ゆ××1010i×1xlO図OblOlO「OI×図OlOlOゆ101△

×Ol×1010×10i×ol△1×1×1×1×10△図×1×1×101×1×1×1△10図○｝××

×101010101dObld×1×bdOiOlOI×dOlOl×10101×1×××1ddO

××P×1△×1△1△1×1×1×【×1△陣幽×1×図×1×1×i×1×1×｛×1△1△x×

OIOIOIO「010101001×1×10i×1×［○△×101×○【OlOl△10iOl×i×ゆ100

○OIO中中○Ol△101000ゆ101010iOOIOOIOゆ101010010×

OblOIOIOIO10ゆd×1△！dOゆ1010i×10101×1×10図○△｝○○OIOIO

Ol△1×OldObbOlO1△1△1△1△101△101△1△図Ol△1×1×10△1×1△1×10 OiOidOiOiOゆ【Ol△【OlOIOiOlO【Ob！△iOI×iOl×【OlOi△10図△10iOIO

010101dOiO OIOI・101010iOIOIdO OIOI×Obbl×1×OlO×iOiO O

OiO1×iOIO OIOiOOi××｝×1010101×OlO10101×OI×iOゆ×1×○ゆiO Ol×図△i△iO【OlOl×【×i×bl×【○｛x図×1△｛×因Ol×i×図△1△1×［×図×

OlO O【OlO△1010101△101△1△10iOlOI△1△1△1△△1△1△1△ゆ1△1△1△1△1×

△○Oi△i△1010iOl△囚△1△「△1△1△剛△1△1△△1△1△1△1△△1△1△101△

×【△bblOblO因Qi△i×bbldOゆi△i△1△iOi△iOi△［O／△1△1△［△10！△

○△i△1△｝OIOId△OI△△1△1△1△幽△1△1△1△1△○△1△1△△1△OI△1△

△10i△OiO【××10幽×1△1×ld△101×1×1×1×101×i△1×【△1×1×1×1△｝×

△101△1中OiOldO図△10［△1△101△図△1×図○［△1×1×図△図△｛△i×

△OiOiOlOiOlOIO1010i×101△iOIO｝OiOiOlOb10100囚Ol△［○｝△1010

○△1×OlOlOlOI×ゆi×1×10×【△1×○「OlO「OI×1010×1×1×1△1×10iOIO ObblOlOlObl△ld×1×図×1△1△国OlOi△1△1△iOl△10図○【○【OlOl×

△1△iOIOI△10101△101△【×△1△1△ld△1△1△1△1△1△101△1△1△1△1△1△囚×

△△；△！○OlOlOi△1△1△1△ゆ△1△ゆ101△10i△1010101△101△1△10△101×

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4．Nasal plosion， Lateral plsion， Dental〔》〕，／ploslve／＋／plosive／の4項目ごとに，

30人の発音能力を調べて能力のある群をGroup A，能力のない群をGroup Bとする。

そして群ごとの最高点，最低点，平均点を出したのが次の第5表である。たゴしplosive＋

plosiveに関する限り被験者間に有意な能力差がほとんどなかったので，専攻の3・4年をGroup Aとし，残りをGroup：Bとした。

(12)

〈第5表〉

〔11回目sal plosion

（highest mark）

｛Group A（14 subjects） 87．0％

Group B（16 subjects） 71．7

（lowest

mark）

40．0％

32．6

（average

mark）

68．4％

44．6

（2）］Lateral plosion

Group A（13 subjects） 84．2

T

Group B（17 subjects） 71．1

60．5 23．7

77．7

56．3

（3）Dental〔t， d〕

n 取

／G・・up A（12・・bjec・・）83・8

／G，。。p B（・8、ubjec，，）6、．8

529

， ●

236

69．6 46．5

（4）・一＋・ﾞ：離：21：寵ll麗1 ^69．7

37．7

79．6 57．2

最後に，表1〜4を基に劣2検定を行なった。

（1）

（2）

（3）

（4）

Nasal plosion： κ2＝9．12 Lateral p互osion： κ2＝36．48 Denta1〔t， d〕：：￥2＝4．56 n n

plosive 十 plosive：κ2；39．9

dfコ2 df＝2 df＝2 df＝2

P＜0．02 P＜0．001

P＜0．20 P＜0．001

表5に示した最高点，最低点，平均点からもわかるように，発音能力と聴覚能力は確かに密接に関係している。またこの実験の方法も統計学的にも信頼できることが証明されたわ

けである。

表1〜4の例を仔細に検討すれば，破裂音以外の要素，例えば弱形（第3表の12．and

threeのand，同じく15． at thlsのat）が聴覚を困難にしていると思われる。したがっ

て，同一の表に分類されていても1つ1つ難易度は異なると言えよう。しかし，今回はこういつた様々な質的な差をもつ項目を全体として各被験者がどの程度理解しうるかを見るのがこの実験の目的であったので，前回のように各項目ごとの成績は出さなかった。

破裂音を含む上記の4種の音声変化に慣れると，alteration5やdisappearance6という音声変化はそれ程の訓練なしに聴取できる可能性が大きいと思われる。今後確認したい課題

である。

註

1．An extremely important characteristic of spoken English is that there is usually no pause at all between the separate words of a thought group a phrase， or simple

sentence． Rather， words are generally run together， or connected．（Richard C． Sittler，

Teaching Aural Comprehension， Eηg1娩丁θα6乃∫ηg動η〃，！，1975， p．119）

2．When we talk in single words but in groups of words spoken continuously， with no

break or pause；we may pause after a group， but not dur孟ng it．（J． D．0 Connor， Bθ∫ θγ

Eηg1納Pγoη耀6読ゴ伽， Cambridge，1967， p．114）

(13)

twesAtzhleegfiEhlaeeg (ilSM) 21

3. The foreign student ... is going to have to learn to abstract the message from'a fairly reduced acoustic signal. He will not hear a string of explicitly articulated sounds which he can build into words and then sentences. He will hear an overall sound envelope with moments of greater and lesser prominence and will have to learn to make intelligent guesses, from all the clues available to him, about what the probable content of the message was and to revise this interpretation if necessary as one sentence follows another in short he has to learn to listen like a native speaker. (Gillian Brown, Listening to sS¥}oken English, Longman, 1977, p. 4)

4. There is some evidence that sound discrimination and sound production are related in a sort of regenerative feedback loop: that one learns to discriminate sounds which one can differentially produce, and vice versa. There is not enough evidence on this point, however, to aliow one to decide whether teaching should assign priority to practice in discrimination or to practice in sound production alone. Most teachers treat these prob‑

lems as correlative. Speculation among linguists seems to run to an almost schizoid indecision as to which of two diametrically opposed theories to accept: (1) that there is an automatic capacity to form the correct modes of sound production simply by careful and repeated listening as if the learner is already "wired" to pronounce sounds correctly if he will only give fuli rein to this automatic capacity, or (2) that (except possibly for the young child) the learning of a foreign phoneme occurs as a result of conscious attention to the articulatory processes involved in its production, and that a scientific knowledge of articulatory phonetics is a positive aid. We have here a rather neat experimental problem which urgenlty needs exploration. It is a special instance of the general problem of the utility of guidance and coaching in learning motor skills.

There is little research available on these questions which shows the proper degree of sophistication either in experimental design, instrumentation, or phonetics. (John B.

Carroll, ̀Research on Teaching Foreign Languages,' in N. L. Gage (ed.), Erandbook of Research on Teaching, Rand McNally & Company, 1967, p. 1070.)

5. Before /p, b, m/ /p/ replaces /t/:

right place raip pleis

white bird waip bo:d not me nop ml:

1 /b/ replaces /d/:

hard path ha:b pa:e good boy gub boi

good morning gub mo:nirp

/m/ repiaces /n/:

gone past gom pa:st gone back gom beek ten men tem men

Before /k, g/ /k/ replaces /t/:

white coat waik kout that girl 6eek go:1

/g/ replaces /d/:

bad cold beeg kould red gate reg geit

(14)

22

6. /st/+stop:

last time +nasal:

best man +friction:

West side

KikJk tl}ijigfi{i2ssARN{l}freleeiliRk

/n/ replaces /n/:

one cup wAn kAp

main gate meio geit

la:s taim

bes meen

wes said

fast

first

best bus

night

fa:s bAs

fo:s

friend bes

ee28rg

nait

frend

/nd/+nasal:

+weak stop:

/md/+nasal:

+weak stop:

blind man kind nurse tinned bacon stand guard

skimmed milk

he seemed nice it seemed good he climbed back

blain meen kain no:s tin beikon steen ga:d skim milk hi: si:m nais

it si:m gud hi: klaim beek

/'f3st'eri/

/'lqst'jie/

/moust'risont/

/'mtorest'relrs/

/'west'ds3mon/

/6e'feekt6ot/

/'nespekts/

/'kDnfliktsil/

/'mAstbi/

/'proutest'mitm/

('f3s'eri) ('las'jie) (mous'risont)

('mtres'relts)

('wes'd33mon)

(6o'feek6ot) ('eespeks]

('kDnflikstil)

('mAsbi)/(mAspi)

('proutest'mitln)

first three last year most recent

lnterest rates

West German

the fact that aspects

conflict still

must be .protest meetlng

SELECT BIBLIOGRAPHY

Brown, Gillian, Listening to Sf)oken English, Longman, 1977.

Brosnahan, L. F. & Malmberg, B, introduction to Phonetics, Cambridge U. P., 1970.

Gage, N. L. (ed). Handboof of Research on Teaching, Rand McNally Company, 1967.

Gimson, A. C., An .bitroduction to the Pronunciation of Eitglish, Edward Arnold, O'Connor, J. D., Better English Pronunciation, Cambridge U. P. 1973.

聴覚能力と発音能力との関連