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石柳

赵文君

王譞翾 

华北水利水电大学，中国

 

摘要

研究围绕感知与产出教学模式，以语音学习模型（ Speech Learning Model, SLM）与自我决定理论（ Self-Determination Theory, SDT）为框架，探讨了“汉音语声”小程序在提升第二语言（ L2）学习者汉语语音习得中的成效。研究邀请70名汉语学习者为研究对象，随机分为实验组（ n=35）、对照组（ n=35）。通过 16 周的准实验设计，比较“汉音语声”融入课堂教学与传统面授教学的差异。结果显示，实验组在短期表现和长期保持方面均显著优于对照组，且遗忘率更低。机制分析表明，自主性显著调节了工具使用与即时进步的关系（ β=1.409, p=0.006），关联性促进了持续进步（ β=1.623, p<0.001），而能力感与短期收益显著相关（ r=0.306, p<0.01）。整体而言，研究验证了 SLM 在数字化语境下的感知—产出机制，并揭示了 SDT 核心需求在语音学习成效中的中介作用，为数字技术赋能的汉语语音教学提供了理论与实践启示。

 

关键词

“汉音语声”小程序，感知 - 产出教学模式，语音学习效能，驱动机制

 

Research on the Driving Mechanism of Chinese Pronunciation Learning Effectiveness Based on the HanPhonic Mini Program

 

Liu Shi

Wenjun Zhao

Xuanxuan Wang

North China University of Water Resources and Electric Power, China

 

Abstract

Grounded in the perception–production teaching paradigm and guided by Self-Determination Theory (SDT), this study examines the effectiveness of the Hanyin Yusheng mini program in enhancing second language (L2) learners’ acquisition of Chinese phonetics. Seventy learners of Chinese were randomly assigned to an experimental group (n=35) and a control group (n=35) and participated in a 16-week quasi-experimental design comparing mini program– integrated instruction with traditional face-to-face teaching. Results from linear mixed-effects models, piecewise growth curve analyses, and moderated mediation analyses showed that the experimental group significantly outperformed the control group in both short-term performance and long-term retention, with a lower rate of decay. Mechanistic analyses further revealed that autonomy moderated the relationship between tool use and immediate progress (β=1.409, p=0.006), relatedness facilitated sustained progress (β=1.623, p<0.001), and competence was strongly associated with short-term gains (r= 0.306, p<0.01). Overall, the findings validate the perception–production linkage proposed by the Speech Learning Model (SLM) in a digital learning context and highlight the mediating role of SDT’s core psychological needs in shaping learning outcomes, offering theoretical and practical implications for technology-enhanced Chinese phonetic instruction.

 

Keywords

Han Phonic Mini program, perception–production teaching, phonetic learning effectiveness, driving mechanism