Conference Paper Published

摘要 Abstract

本研究以社會文化理論為框架，以香港大專院校內、普通話為母語的粵語二語學習者為主要研究對象。研究通過問卷調查和深度訪談，對比普通話母語組與粵語母語對照組朗讀〈香港粵語文白異讀詞句表〉時出現的文、白讀音情況，發現香港粵語母語者普遍存在入聲韻母異讀字一讀化的趨勢，並傾向保留白讀音。普通話母語者則普遍未能掌握粵語文白異讀，且在長短元音的習得上存在較大的困難，但對文讀的掌握程度較高。研究建議，文白異讀應分階段融入現時的粵語二語教學設計，並結合情境交際教學，幫助普通話母語者掌握粵語文白異讀規律。

This study adopts a sociocultural theory framework and targets Mandarin-speaking Cantonese second language learners in Hong Kong tertiary institutions. Using surveys and in-depth interviews, it contrasts the use of literary and colloquial readings between native Mandarin and Cantonese speakers when reading the “List of Hong Kong Cantonese Literary and Colloquial Readings.” The findings indicate that native Cantonese speakers tend to maintain colloquial readings, while Mandarin speakers struggle with distinguishing literary and colloquial readings and face challenges in acquiring different vowel lengths. Besides, native Mandarin speakers often use dual readings for the same word but are better at literary readings. This paper recommends integrating teachings on literary and colloquial readings into current Cantonese second language curriculum design, using phased and situational communicative teaching methods to aid Mandarin speakers in mastering these distinctions.

關鍵字 Keywords 

香港粵語；文白異讀現象；普通話母語者；二語習得；教學策略

Hong Kong Cantonese, Literary and colloquial variations, Native Mandarin speakers, L2 acquisition, Teaching strategy