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Journal articles on the topic '音韻論'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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1

将揮, 野原. "構擬“泉”字音―兼論“同義換讀”." Bulletin of Chinese Linguistics 12, no. 1 (December 17, 2019): 74–87. http://dx.doi.org/10.1163/2405478x-01201004.

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本文的目的是（1）整理以往的研究成果和問題、（2）離析“泉”字的諧聲關係、（3）構擬“泉”的上古音聲韻母以及討論唇化元音假設。（4）最後討論“同義換讀”的問題。“泉”的中古音是仙韻合口從母。根據Jaxontov（1960）的唇化元音假設（the rounded-vowel hypothesis），中古音合口的“泉”只來源於上古的唇化元音*-on或圓唇舌根音*Kw-。本文試圖討論“泉”的合口化的原因以及所謂“同義換讀”的現象，認為“泉”原該是非唇化元音*-an，因為“泉”跟“原”意義相近，“泉”經過“沾染（contamination）變為中古音合口呼。
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2

武志, 濱田. "論《蒙古字韻》所反映的漢語方言音系." Bulletin of Chinese Linguistics 12, no. 1 (December 17, 2019): 88–128. http://dx.doi.org/10.1163/2405478x-01101006.

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提要 關於《蒙古字韻》所反映的漢語方言音系，本文得出了以下結論：①中古音四聲已分爲陰陽八調。②疑、云母的實現形式ꡃ <ŋ> [ŋ-]和ꡝ <’> [ʔ-]都是/ʔ-/ （陽調）的條件變體。③中古音微母、日母、以母 （各自對應於ꡓ <w>、ꡔ <ž>、ꡭ <y1>）爲[v-, ʐ-, jɦ-]，中古音奉母、禪母、部分匣母（對應於ꡤ <f1>、ꡚ <š1>、ꡯ <h1>）變爲[fɦ-, ʂɦ-, xɦ-]。這兩個音變構成一套鏈移 （chain shift）。④中古音全濁聲母除了邪母和部分匣母以外都變為“清音濁流” [Cɦ-]。⑤硬顎音聲母/c, cʰ, ç, j, ɲ/有獨立的地位，但是/c, cʰ, ç/沒有專用字母。⑥韻腹有/a, e, ɤ, i, u, y, ï/，韻尾有/j, w, m, n, ŋ/，介音有/w, ɥ, i/。介音/i/只與韻腹/a, e/相配。 元朝人沒有現代語言學的知識。從韻書等資料構擬出一套語音系統的科學研究是一項嶄新的嘗試。使用表音文字構擬脫離實際方言的語音系統並且還制定拼法，這是一項遠比現代人能想像的難得多的工作。本文認爲，哪一個字屬於哪一個小韻很可能是根據前代韻書而決定的，同時還認為，語音系統本身很可能是反映著實際方言音系的相當部分。 創造八思巴字拼寫的原則很可能是，蒙古語母語話者如同讀八思巴字蒙古語一樣發音，就能夠自然地念出近似漢語的語音。換句話說，八思巴字拼寫系統是爲了方便蒙古人而設計出的。
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Hsu, Hui-chuan. "論漢語方言的 m 聲母增生." International Journal of Chinese Linguistics 4, no. 1 (August 18, 2017): 94–172. http://dx.doi.org/10.1075/ijchl.4.1.04hsu.

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抽象 本文探討漢語方言的 m 聲母增生，初步發現音變的條件是零聲母逢韻頭 ü，音變的動機在於元音的固有鼻音性。中古各組聲母或多或少都有方言實證;換言之，聲母一旦歸零，只要逢 ü 便可順理成章增生 m。同時，ü 或留、或銷聲匿跡、或以別的面貌示人，端視個別方言如何因應唇音限制。除了個別轄字的方言材料，諧聲系列的北京話今讀也見證 m-增生的演變歷程。方言對比一目瞭然之外，本文進一步闡述舌根音唇化兼及塞音和鼻音，從規律平行性看，聲母歸零後先增生 ŋ，然後根據韻頭調整發音部位。三個理論貢獻包括：（一）明泥(娘)疑母恐怕只是語音演變的中繼站，（二）非組和見組關係匪淺，（三）效流攝本是合三韻。與其拘泥中古分類，不如正視方言今讀，依循橫向比較的內在邏輯，條分縷析地演繹語音的縱向發展。
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清, 沈瑞. "黃坑話與早期閩北語." Bulletin of Chinese Linguistics 12, no. 1 (December 17, 2019): 52–73. http://dx.doi.org/10.1163/2405478x-01201005.

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摘要 本文基於多次田野調查收集的材料，第一次全面整理了福建省建陽市黃坑鎮方言的音系與詞彙，並在此基礎上進一步討論黃坑話的譜系地位及其相關問題。首先，我們提出了支持黃坑話的譜系地位屬於閩北語的證據。其次，我們通過黃坑話跟原始閩北語構擬的比較，梳理了黃坑話在音韻上的存古與創新，認為黃坑話應該屬於目前所知的閩北語中最早分出的一支。然後，我們構擬了比原始閩北語更早的早期閩北語，並比較了它跟原始閩北語在音系結構上的異同。最後，我們討論了黃坑話的詞彙特點以及黃坑話對漢語方言研究的啟示。
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改擺刨, 菈露打赫斯, 鴻瑞 林, and 莉莎 齊. "東河賽夏語中客語、閩南語和日語借詞之音韻探討." Cahiers de Linguistique Asie Orientale 49, no. 2 (October 26, 2020): 168–216. http://dx.doi.org/10.1163/19606028-bja10008.

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摘要 本文從音韻的觀點針對東河賽夏語中客語、閩南語及日語借詞展開更全面的比較研究。研究發現賽夏語的借音共15個，包括13個輔音以及2個元音。客語詞彙大量借入賽夏語，影響最深，除了來自日語的借音/d, g, z/ 外，客語概括閩南語和日語對賽夏語語音系統的影響。 本文也檢視及比較了在賽夏語中借詞所主導之音節結構的規則。客語和閩南語的規則相同，而日語的規則則有些不同。客語和閩南語單音節詞，借進賽夏語之後，為了符合實詞雙音節以上的規律，發生音節重整。日語單音節借詞借進賽夏語之後直接重疊。客語、閩南語與日語元音起首音節，借進賽夏語之後，為了符合賽夏語輔音起首之原則，自動加上喉塞音。客語與閩南語音節元音結尾，無論在第一音節或是第二音節，皆會元音延長；日語的規則則不同，第一音節不變，在第二音節會加上喉塞音。 最後，本文發現有些借詞同時來自客語、閩南語和／或日語造成有雙式借詞或三式借詞，須仔細地辨認每個借詞的來源，同時需要考量許多複雜的因素，包括發音人對不同語言熟悉度、借音以及音節結構的規則。
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Zhang, Huili, Haifeng Duan, and Haihua Pan. "焦點–重音原則與漢語的「把」字句." Language and Linguistics / 語言暨語言學 18, no. 3 (July 10, 2017): 479–504. http://dx.doi.org/10.1075/lali.18.3.06zha.

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抽象 本文從焦點–重音匹配的角度來探討漢語日常口語中「把」字句謂語部分的複雜性。本文認為，與一般 [PP V] 結構不同，「把」字句是為了在句子層面上把位於「把」NP 後的謂語部分處理為資訊焦點而產生的一種特殊句式，而實現為資訊焦點的必要條件就是必須得到句法結構提供的核心重音。由於「把」字句中「把」後 NP 是謂語動詞的論元，其後的謂語部分只有在句法上形成分支結構才能夠得到核心重音，僅僅在韻律上形成分支結構是不夠的，因此光杆動詞和不形成句法分支的雙音節動詞都被排除在「把」字句之外。這個觀點也適用於其他動詞在尾的結構，例如被動句和「連…都」結構等。
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Kim Jong-Chan and 黃平文. "論普通話ou的拼寫與複元音韻母的系統性." JOURNAL OF CHINESE STUDIES ll, no. 25 (April 2009): 33–45. http://dx.doi.org/10.26585/chlab.2009..25.002.

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Shaughnessy (夏含夷), Edward L. "An Overview of Western Sinologists’ Studies of Chinese Paleography (西方漢學家中國古文字研究概要)." Bamboo and Silk 1, no. 1 (October 11, 2018): 275–323. http://dx.doi.org/10.1163/24689246-00101011.

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This essay, the first chapter in the author’s Xifang Hanxue chutu wenxian yanjiu gaiyao 西方漢學出土文獻研究概要 (Essentials of Western Sinology’s Research on Unearthed Documents), provides a survey of Western Sinology’s research on Chinese paleography from the time of the first such study (1881) through 2015. The survey includes especially the following topics: general discussions of Chinese paleography and/or unearthed documents, the origins of Chinese writing and its social functions, the nature of Chinese writing, methodological studies, and reference works, but does not cover studies of ancient Chinese grammar or phonology. 摘要這篇文章是作者著《西方漢學出土文獻研究概要》第一章，就 1881 年到 2015年間西方漢學對中國出土文獻與古文字研究成果作概括的論述，分成下列題目：中國出土文獻與古文字學綜論、中國文字的起源及其社會作用、中國文字的性質、古文字學方法論、古文字學參考書，但是不包括相關的古代漢語語法研究和古代漢語音韻學。
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倫, 杜佳. "論「抴/曳」與「掣」的源流關係及其在閩南、閩東若干方言的發展演變." Bulletin of Chinese Linguistics 12, no. 2 (May 27, 2020): 149–85. http://dx.doi.org/10.1163/2405478x-01202002.

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提要 本文藉由彙整、析論古漢語「抴/曳」與「掣」的語義用法及其所處語詞孳生脈絡，對照閩南、閩東若干方言相關語詞的語義用法及其發展演變，閩南方言以廈門話、台灣閩南語為例，閩東方言則以福州話、馬來西亞詩巫閩清話為例，進而探究兩者之間密切的源流關係以及方言內部的個別發展。我們一方面彙整閩南方言tsʰua7、tsʰuaʔ4 具體的語義用例，同時也列舉閩東方言相應語詞的語義用例；另一方面藉由爬梳古漢語文獻來詳細探究漢語詞「抴/曳」與「掣」的語義用法以及其音義孳乳關係；最後從歷史音韻規則與語義對應關係，辨析漢語詞「抴/曳/掣/泄」在閩語的發展與演變。
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Tanaka, Eri, and Hiroyuki Yamanishi. "英語音声学・音韻論的特徴の習得を目指した授業の効果検証 — An Analysis of the Effectiveness of a Phonetics/Phonology-Based English Listening Class." JALT Journal 33, no. 1 (May 1, 2011): 49. http://dx.doi.org/10.37546/jaltjj33.1-3.

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This paper reports on the results of a listening instruction intervention for Japanese EFL university students aimed at improving their ability to correctly discern the phonetic and phonological aspects of English sounds. In the background of this project lies our belief that the phonetic/phonological instructions are likely to be helpful (even) for Japanese EFL students who do not major in English linguistics or literature, although these instructions are usually offered to those who are English majors. The goal of the study, thus, is to show that phonetics/phonology-based English teaching is effective for Japanese EFL students in improving their listening ability in general. To achieve the goal, we utilized a set of exercises devised for a 15-week listening course (i.e., “Sound Focus for Effective Listening”; hereinafter, “Sound Focus”). Sound Focus includes six phonetic/phonological aspects of English that are considered by the authors (= instructors) to be essential and important for improvement of listening ability. The participants were 331 freshmen at a national university: 254 were instructed in a CALL (computer-assisted language learning) classroom situation and 77 in a traditional classroom situation. Sound Focus was given with the help of a learning management system (LMS), Moodle, in the CALL classroom situation. In the traditional classroom, the Sound-Focus materials and listening exercises were provided in the form of paper-based handouts used with a CD. To understand the effects of Sound Focus instruction on student achievement and the difference between the two classroom situations, we conducted pre- and post-listening tests and administered a Can-do-statements questionnaire and a free-description questionnaire. The listening tests, which were based on Sound Focus, measured the improvement in students’ listening ability during the course; the Can-do-statements questionnaire evaluated their confidence in their listening ability; and the free description questionnaire aimed to identify the aspects of the instruction that was positively or negatively accepted by the learners. The results of the pre- and post-listening tests and the Can-do-statements questionnaire were analyzed by two-way repeated-measures ANOVA. The free description questionnaire was analyzed with a text-mining technique (SPSS Text Analytics for Surveys 3.0). The two-way repeated-measures ANOVA analysis on the difference between the scores of the pre- and post-listening tests suggested that students in each classroom situation improved their listening ability. The combined analysis of the results of the pre- and post-test scores and the Can-do-statements questionnaire further suggested that the instruction was effective for students with all levels of confidence. We analyzed the free description questionnaire to explicate what aspect of the instruction showed greater effectiveness. The results revealed that among the instructional materials, including the textbook conversations and TOEIC exercises, Sound Focus was considered by the students to be the most effective for their learning, regardless of their classroom situation. The students in the traditional classroom situation reported that the textbook conversations were also helpful. Regarding the presentation of the instructional materials, on the other hand, learners showed a sharp perceptual difference: Those in the CALL classroom situation accepted the LMS (Moodle) more positively, while in the traditional classroom situation, the presentation of the materials with the help of a projector was negatively scored. The analysis also showed that Moodle was also regarded as the best activity for the improvement of their listening ability among all the classroom activities (e.g., role-play conversations, dictations, shadowing). 本実践報告では，英語を専攻としていない日本の大学1年生を対象とした英語リスニングの授業において，英語の音声学・音韻論的特徴を指導した効果を検証した。授業はSound Focusと名付けた教材を使用し，普通教室またはCALL教室で行われ，教室環境の違いも考慮に入れた効果検証を行った。プレ・ポストテストにおける音声学・音韻論的特徴の聞き取りに関するパフォーマンスの違いと英語に対する自信の自己評価（Can-Do調査）との関連を2要因の分散分析により検討した。また，授業終了時の自由記述もテキストマイニングの手法を用いて検討した。分散分析の結果，Sound Focusを用いた英語音声学・音韻論的な指導の効果は，教室環境（普通教室，CALL教室）の違いにかかわらず，大学1年生の聞き取りパフォーマンスの向上に効果があることがわかった。またテキストマイニングの分析からは，両教室環境に対する学生の認識の違いが示された。
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Ko SooMan. "日本語 五段動詞의 連用形 語尾에 대한形態音韻論的 考察." Journal of Japanese Studies ll, no. 70 (December 2016): 197–214. http://dx.doi.org/10.15733/jast.2016..70.197.

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Takeno, Junichiro, Ken Tamai, and Shigenobu Takatsuka. "Reexamination of Word Length Effect: Immediate Serial Recall of Foreign Words." JALT Journal 38, no. 2 (November 1, 2016): 149. http://dx.doi.org/10.37546/jaltjj38.2-4.

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In this study we examined the word length effect—one characteristic of the phonological loop of working memory—in a foreign language. Serial position effects, such as the primacy effect and the recency effect, were observed in the recall of foreign words, similar to results in L1 studies. Recall of long (one-syllable) and short (three-syllable) words in pure (all long or all short) and mixed (long and short) lists was compared. In pure lists, there was a tendency for long words to be more poorly remembered than short words, which we considered to be because of the word length effect. In mixed lists, both long and short words were recalled equally as well as short words were recalled in pure lists. These results indicate that we should pay more attention to item distinctiveness, which elicits the attention of the central executive in working memory, as well as the word length effect in regards to rehearsal speed. Effective use of the phonological loop in listening comprehension is also discussed. 本研究は、ワーキングメモリモデルの音韻ループに見られる語長効果について再検討を試みたものである。外国語の単語記銘においても、母国語話者を対象とした研究と同じように初頭効果や新近性効果が確認された。単純リストと混合リストにおける長い語と短い語の再生率を比較したところ、単純リストでは、長い語は短い語よりも再生率が悪くなるという語長効果の傾向が見られるものの、混合リストにおいては、長い語も短い語も単純リストにおける短い語と同程度の再生率であった。これらの結果は、短期記憶容量は決められた項目数ではなく復唱速度が重要な要因であるという語長効果に基づく説明に加えて、ワーキングメモリの中央実行系に注意喚起を促す、項目の示差性などによる説明の必要性があることを示している。本研究では、聴解における音韻ループの効果的な活用についても論じている。
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Ahn, Jae-chul. "The research about education theory of Phonemics of Classical Chinese Grammar in Korea." Han-Character and Classical written language Education 36 (January 30, 2015): 79–120. http://dx.doi.org/10.15670/hace.2015.36.1.79.

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Ueda, Isao. "A Consideration of Various Theoretical and Clinical Problems Pertaining to "Natural Process Analysis"." Japan Journal of Logopedics and Phoniatrics 36, no. 3 (1995): 331–37. http://dx.doi.org/10.5112/jjlp.36.331.

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Nishio, Rie. "Corpus-based Study on Sign Phonology." Japanese Journal of Sign Language Studies 18 (2009): 47–60. http://dx.doi.org/10.7877/jasl.18.47.

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癸, 李壬. "李方桂先生調查西南少數民族語言的足跡." Bulletin of Chinese Linguistics 12, no. 1 (December 17, 2019): 3–12. http://dx.doi.org/10.1163/2405478x-01201003.

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提要 李方桂在美國跟 Edward Sapir 做過美洲印地安語言的調查研究，他回國後做中國境內少數民族語言的調查研究，方法上就能駕輕就熟了。他把重點擺在西南少數民族語言的調查研究，包括屬於傣語的武鳴土語、龍州土語、剝隘土語，和侗水語言的侗語、水家、莫話、羊黃，這些語言都在廣西、雲南、貴州，路途遙遠，交通極為不便。他陸續發表了六部專書和數十篇重要論文。他當年所調查的語種，都是先做傣語系的語言，然後做侗水語言，可見他事先已經做了充分的準備，對那些語言的關係已有初步的瞭解。他還訓練並協助年輕助理馬學良調查彝族撒尼語，邢公畹調查布依語，張琨調查苗語和藏語。如此，學術工作才有傳承，影響深遠。他的研究成果顯示，少數民族語言的現象可以提供解決漢語音韻史的若干問題。地圖一顯示李方桂五次田野調查的途程，地圖二侗傣語族的祖居地和擴散。
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ENKHBAYAR, SANDUIJAV, TAKEHITO UTSURO, and SATOSHI SATO. "Mongolian Phrase Generation and Morphological Analysis based on Phonological and Morphological Constraints." Journal of Natural Language Processing 12, no. 5 (2005): 185–205. http://dx.doi.org/10.5715/jnlp.12.5_185.

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SAKAI, Yuko. "LOS GENTILICIOS ESPAñOLES DESDE UN PUNTO DE VISTA MORFOFONOLOGICO: -ERO Y -ARIO." HISPANICA / HISPÁNICA 1987, no. 31 (1987): 71–85. http://dx.doi.org/10.4994/hispanica1965.1987.71.

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"錯語, 音韻論." Higher Brain Function Research 34, no. 1 (2014): 33–35. http://dx.doi.org/10.2496/hbfr.34.33.

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"構音障害・音韻論 (1)." Higher Brain Function Research 32, no. 1 (2012): 74–77. http://dx.doi.org/10.2496/hbfr.32.74.

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"構音障害・音韻論 (2)." Higher Brain Function Research 32, no. 1 (2012): 77–79. http://dx.doi.org/10.2496/hbfr.32.77.

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"From the Viewpoint of Historical Grammar: 從歷史語法的觀點論「乞」在閩語中的演變." Bulletin of Chinese Linguistics 8, no. 2 (January 25, 2015): 245–66. http://dx.doi.org/10.1163/2405478x-00802006.

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提要 本文從歷史語法的角度，探討「乞」在現代閩語方言中的演變，說明「乞」在閩語中具有的功能，包括實詞語義及功能詞用法，並嘗試從方言比較的角度建構「乞」在閩語語法史上的語法演變。根據漢語歷史文獻，「乞」有乞求義跟給予義兩個方向不同的動詞用法，並透過四聲別義的手段來區別。從現代閩語方言看來，閩東方言及局部閩南方言使用「乞」作為被動標記。本文結合早期閩語書面材料及實際調查所得的語料，探究「乞」在閩語中的音韻、詞彙及語法演變。本文的結論如下：1. 音韻方面，「乞」在共同閩語中的語音形式為*kʰɨt7，只有入聲而沒有去聲。2. 詞彙方面，閩語的「乞」同時存在乞求義與給予義兩種實詞用法。3. 就語法演變而言，閩語被動標記「乞」的虛化途徑是：給予義→容讓義→被動標記。
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"일본에서 間接借用된 영어 借用語의 音韻論的 特質." Japanese Language Association Of Korea, March 31, 2012. http://dx.doi.org/10.14817/jlak.2012.03.33.139.

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"Glossolalia and Church Identity: The Role of Sound in the Making of a Chinese Pentecostal-charismatic Church." Review of Religion and Chinese Society 2, no. 1 (May 6, 2015): 87–108. http://dx.doi.org/10.1163/22143955-00201005.

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靈言與教會認同：聲音在塑造一個中國五旬節-靈恩基督教派 中所扮演的角色 摘要 靈言或說靈言是五旬節-靈恩基督教的主要特徵之一。有些語言學者卻認為靈言在音韻學上不符合邏輯，在語意學上也無意義，因此無法成為有效的溝通媒介。正統基督教則因為說靈言在儀式上有失莊重或根本打亂教會秩序而嗤之以鼻。本文不同意這樣的觀點，主張說靈言在形塑一個五旬節-靈恩基督教會的認同上，扮演相當關鍵的角色。靈言的聲音對於圈外人可能聽覺上感到刺耳，但對於信仰者而言聽來卻具撫慰與和諧特質，功能在賦予說靈言者一種特別的存在模式，也將他們整合成一個同質性的群體。為論證此一觀點，本文在理論方面擷取 Lawrence E. Sullivan 有關「聲音」與「語言」互為對比的說法，也採用 Alfred Schütz 所提「調入」與「內在時間」的見解。為說明起見，本文以真耶穌教會的靈言現象作為具體實例。
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Higher Brain Function Research 31, no. 1 (2011): 52–54. http://dx.doi.org/10.2496/hbfr.31.52.

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Journal of the Japan Association for Philosophy of Science 32, no. 1 (2004): 39–47. http://dx.doi.org/10.4288/kisoron1954.32.39.

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"From the Perspective of the Pervasiveness of Sound Correspondences: 語音對應與苗瑤語比較研究——從普遍對應的角度看." Bulletin of Chinese Linguistics 8, no. 1 (January 14, 2015): 157–76. http://dx.doi.org/10.1163/2405478x-00801009.

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提要 普遍對應指對應的表現形式在所有參與比較的語言中都有分佈。放寬這一要求會導致晚期借用混入比較，乃至造成對語源關係的誤判。從這一角度出發，本文考察了原始苗瑤語重構所依賴的語音對應基礎。無論是在普遍對應的嚴格要求下，還是放寬要求，苗瑤語之間的關係語素都是高階比低階多，這可以進一步確認它們之間的親緣關係。應用同樣的比較程式，漢語和原始苗瑤語之間的關係語素也顯示出同樣的分佈，因此，詞階分析支持苗瑤語與漢語之間的親緣關係，而非接觸關係。不可釋原則的應用同樣確認了這一判斷。不可釋原則指無法用施借語言的音韻系統來解釋受借語言中關係語素的表現，就說明二者之間的關係假定為親緣關係比接觸關係更為合理。幾個不可釋的例子可以在漢-苗瑤語關係語素中找到，因此，苗瑤語應該仍然歸屬於漢藏語系。
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Higher Brain Function Research 6, no. 3 (1986): 1117–22. http://dx.doi.org/10.2496/apr.6.1117.

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Japanese Journal of Special Education 30, no. 3 (1992): 1–7. http://dx.doi.org/10.6033/tokkyou.30.1_3.

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"論前齶音聲母j-的唇齒化音變." Bulletin of Chinese Linguistics 8, no. 2 (January 25, 2015): 195–213. http://dx.doi.org/10.1163/2405478x-00802003.

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提要 《中原音韻》「微維」同音的記錄實際上反映的是前齶音聲母 j- 唇齒化為濁擦音 v-，這種音類合併可以追溯至10世紀的河西方音，可見漢語史上「惟維」和「微」字讀音混同的發生年代可以提前。而更早時期梵漢對音所反映的東晉北方話和《經典釋文》的有關記錄與其只有表面上的類似，其語音性質實有不同，需要另作解釋。(2)該音變可以形式化為 j->v-/__V[+back,-low] 除了漢語史資料，漢語方言、民族語等材料以及語音實驗的分析都可以表明，該音是具有生理基礎和類型學意義的自然音變。
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