音乐到语言转换中的“音乐”是什么？音乐能力而非音乐素养有助于粤语听众对英语重音的感知。
What Is "Music" in Music-to-Language Transfer? Musical Ability But Not Musicianship Supports Cantonese Listeners' English Stress Perception.
作者信息
Choi William
机构信息
Academic Unit of Human Communication, Development, and Information Sciences, The University of Hong Kong, Pokfulam.
出版信息
J Speech Lang Hear Res. 2022 Nov 17;65(11):4047-4059. doi: 10.1044/2022_JSLHR-22-00175. Epub 2022 Oct 10.
PURPOSE
This study investigates how Cantonese language experience influences the potential effects of (a) musicianship and (b) musical ability on English stress perception.
METHOD
The sample contained 124 participants, evenly split into Cantonese musician, Cantonese nonmusician, English musician, and English nonmusician groups. They completed the English stress discrimination task, English stress sequence recall task, Musical Ear Test, and nonverbal intelligence task. Following the musicianship-based analysis, 44 Cantonese and English listeners were reassigned to four groups based on their musical ability-Cantonese high musical ability, Cantonese low musical ability, English high musical ability, and English low musical ability groups.
RESULTS
Musicianship-based analysis on English stress perception revealed a significant interaction between musicianship and language. Specifically, musicians outperformed nonmusicians only among the English but not the Cantonese listeners. By contrast, ability-based analysis showed significant main effects of musical ability and language. For both Cantonese and English listeners, those with a high musical ability outperformed those with a low musical ability. Regardless of musical ability, Cantonese listeners outperformed English listeners. Correlational analyses yielded consistent findings.
CONCLUSIONS
This study has found cross-sectional evidence that musical ability, but not musicianship, facilitates Cantonese English as a second language (ESL) listeners' English stress perception. From a theoretical perspective, the current findings motivate two potential additions to the OPERA (Overlap, Precision, Emotion, Repetition, and Attention) hypothesis for music-to-language transfer-unsaturation and utilization. Practically, the findings cast doubt on the application of nonperceptual based instrumental music training to enhance Cantonese ESL learners' perceptual learning of English stress.
SUPPLEMENTAL MATERIAL
目的
本研究调查粤语语言经验如何影响（a）音乐素养和（b）音乐能力对英语重音感知的潜在影响。
方法
样本包括124名参与者，平均分为粤语音乐家组、粤语非音乐家组、英语音乐家组和英语非音乐家组。他们完成了英语重音辨别任务、英语重音序列回忆任务、音乐听力测试和非语言智力任务。在基于音乐素养的分析之后，44名粤语和英语听众根据他们的音乐能力被重新分配到四组——粤语高音乐能力组、粤语低音乐能力组、英语高音乐能力组和英语低音乐能力组。
结果
基于音乐素养对英语重音感知的分析显示，音乐素养和语言之间存在显著的交互作用。具体而言，只有在英语听众中音乐家的表现优于非音乐家，而在粤语听众中并非如此。相比之下，基于能力的分析显示音乐能力和语言有显著的主效应。对于粤语和英语听众来说，高音乐能力者的表现优于低音乐能力者。无论音乐能力如何，粤语听众的表现都优于英语听众。相关分析得出了一致的结果。
结论
本研究发现了横断面证据，即音乐能力而非音乐素养促进了以粤语为第二语言（ESL）的听众对英语重音的感知。从理论角度来看，当前的研究结果促使对音乐向语言转换的OPERA（重叠、精确、情感、重复和注意力）假设进行两个潜在的补充——不饱和性和利用。实际上，这些发现对基于非感知的器乐训练应用于增强粤语ESL学习者对英语重音的感知学习提出了质疑。
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