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[摘 要] 本文介紹一種培訓(xùn)漢語(yǔ)非母語(yǔ)學(xué)習(xí)者理解不規(guī)范普通話能力的聽力課程， 舉例說(shuō)明課程的結(jié)構(gòu)和實(shí)際操作。該課程首先介紹漢語(yǔ)方言分布的情形幷討論一些與方言學(xué)有關(guān)的基本概念， 然后分別介紹比較有代表性的地方普通話，包括山東普通話、四川普通話、上海普通話、香港普通話、臺(tái)灣國(guó)語(yǔ)、新加坡華語(yǔ)等。文中比較各種地方普通話在語(yǔ)音、語(yǔ)法和詞匯上與規(guī)范普通話的差別，也提供各種地方普通話的實(shí)例和聽力材料。在結(jié)論中，作者強(qiáng)調(diào)此課程的目的是培訓(xùn)高年級(jí)學(xué)習(xí)者的聽力，絕對(duì)不鼓勵(lì)他們學(xué)說(shuō)不規(guī)范的普通話。外籍人士想要徹底地了解中國(guó)各地受方言影響的普通話，自然要在相關(guān)地區(qū)居住一段時(shí)間，但作者從上課的效果和學(xué)生的反饋中發(fā)現(xiàn)，這種課程應(yīng)該能使他們更清楚地了解華語(yǔ)運(yùn)用的實(shí)際情況，為他們聽懂各種不規(guī)范的普通話做一些準(zhǔn)備，從而幫助他們更好地在實(shí)際生活中與華人溝通。

[中圖分類號(hào)]H102;H11;H195 ?[文獻(xiàn)標(biāo)識(shí)碼]A ?[文章編號(hào)]1674-8174（2019）01-0032-10

1. 前言

無(wú)論他們學(xué)過(guò)多長(zhǎng)時(shí)間的漢語(yǔ)，剛到香港、廣州、上海、福州、臺(tái)北等地的外國(guó)留學(xué)生可能會(huì)聽不太懂當(dāng)?shù)厝说钠胀ㄔ?。這是為什么呢？是因?yàn)檫@些地區(qū)的居民生活用語(yǔ)并非普通話，即使他們能說(shuō)普通話，他們?cè)诎l(fā)音、語(yǔ)法和詞匯上也很容易受到方言的影響。我還記得，1971年我第一次到臺(tái)北時(shí)，雖然我在美國(guó)已跟兩位北京籍的老師學(xué)過(guò)兩年的普通話，而且臺(tái)北人大致聽得懂我講的話，但他們講的話我可聽不太懂。比方說(shuō)，我問(wèn)價(jià)錢的時(shí)候，賣方回答說(shuō)某一貨品要“四四四塊”（四十四塊），我根本不知道他在說(shuō)什么！

大多數(shù)語(yǔ)言不僅具有一種或多種標(biāo)準(zhǔn)形式，而且還有一些方言或受方言影響的非標(biāo)準(zhǔn)語(yǔ)言變體?？上н@些變體很少在教學(xué)上受到關(guān)注，雖然事實(shí)上可能有無(wú)數(shù)母語(yǔ)者在日常生活上使用。受過(guò)教育的母語(yǔ)者通常會(huì)理解這些帶方音的語(yǔ)言的大意。例如，受過(guò)良好教育的美國(guó)人能理解波士頓、德州、英國(guó)、澳洲的英語(yǔ)方言和次方言。同樣地，受過(guò)良好教育的中國(guó)人會(huì)理解上海人講的普通話、香港人講的普通話、臺(tái)灣人講的國(guó)語(yǔ)、新加坡人講的華語(yǔ)等等。

2. 跨部門語(yǔ)言圓桌（ILR）量表對(duì)理解方言的要求

如果受過(guò)良好教育的母語(yǔ)者能夠理解受方言影響的普通話，那么似乎學(xué)習(xí)漢語(yǔ)的外國(guó)學(xué)習(xí)者如果想達(dá)到高水平的話，也應(yīng)該可以達(dá)到一樣或差不多一樣的程度。美國(guó)和加拿大政府的跨部門語(yǔ)言圓桌（Interagency Language Roundtable， 簡(jiǎn)稱 ILR）在他們編的語(yǔ)言能力量表中曾談及這方面的問(wèn)題。請(qǐng)看以下對(duì)各種語(yǔ)言水平的定義和解釋（斜體字為作者所添加）：

Listening 3：Able to understand the essentials of all speech in a standard dialect… Does not understand native speakers if they speak very quickly or use some slang or dialect. 能聽懂標(biāo)準(zhǔn)語(yǔ)中所有的要點(diǎn)……如果說(shuō)得很快或使用一些俚語(yǔ)或方言，就聽不懂。

Speaking 3：In face-to-face conversation with natives speaking the standard dialect at a normal rate of speech，comprehension is quite complete. 在與以正常語(yǔ)速講標(biāo)準(zhǔn)語(yǔ)的當(dāng)?shù)厝嗣鎸?duì)面交談時(shí)，理解是相當(dāng)完整的。

Listening 3+： Increased ability to understand native speakers talking quickly， using non-standard dialect or slang; however， comprehension not complete. 聽懂用非標(biāo)準(zhǔn)方言或俚語(yǔ)快速說(shuō)話的母語(yǔ)者的能力增強(qiáng);但是，理解還不完整。

Listening 4：Able to understand the essentials of speech in some non-standard dialects. Has difficulty in understanding extreme dialect. 能夠理解一些非標(biāo)準(zhǔn)方言的要點(diǎn)，但仍然無(wú)法理解極其極端的方言。

Speaking 4： Can understand native speakers of the standard and other major dialects in essentially any face-to-face interaction. 基本上在任何面對(duì)面的交流中能聽懂標(biāo)準(zhǔn)語(yǔ)和其他主要方言的母語(yǔ)者。

Listening 4+：Increased ability to comprehend native speakers using extreme non-standard dialects. 聽懂使用極端非標(biāo)準(zhǔn)方言的母語(yǔ)者的能力增強(qiáng)。

Listening 5： Able to understand fully all forms and styles of speech intelligible to the well-educated native listener， including a number of regional and illiterate dialects. 能夠完全理解受過(guò)良好教育的母語(yǔ)者能理解的所有語(yǔ)言形式和風(fēng)格，包括一些地區(qū)性和沒(méi)有文字的方言。

由以上可見，在 ILR 的描述中，從 3+ 級(jí)開始要求學(xué)習(xí)者對(duì)方言或受過(guò)方言影響的語(yǔ)言有一定的理解能力;到了 4 級(jí)和 4+ 級(jí)，要能理解幾乎所有的語(yǔ)言形式。換句話說(shuō)，學(xué)習(xí)者的程度越高，他越能聽懂這些不標(biāo)準(zhǔn)的受過(guò)方言影響的話。

3. 一種提高漢語(yǔ)非母語(yǔ)學(xué)習(xí)者對(duì)“地方普通話”理解能力的聽力課程

過(guò)去，對(duì)受方言影響的非標(biāo)準(zhǔn)語(yǔ)的培訓(xùn)并不多見。這可能有許多不同的原因，包括對(duì)非母語(yǔ)者理解方言的重要性和困難認(rèn)識(shí)不足，還有的老師認(rèn)為方言理解力根本不能教，只能由學(xué)生自己在講華語(yǔ)的社會(huì)中“自然”學(xué)會(huì)。毫無(wú)疑問(wèn)，一些普通話教師對(duì)讓學(xué)生接觸方言持保留態(tài)度，認(rèn)為是“不正確的”語(yǔ)言，不利于學(xué)習(xí)者的口語(yǔ)能力的發(fā)展。本文認(rèn)為對(duì)于以ILR 4 級(jí)為目標(biāo)的學(xué)習(xí)者來(lái)說(shuō)，理解受方言影響的“地方普通話”的能力非常重要。雖然培養(yǎng)這種能力對(duì)于非母語(yǔ)學(xué)習(xí)者來(lái)說(shuō)是困難而耗時(shí)的，但這種能力是可以教的而且也是應(yīng)該教的。

由于以上各種原因，筆者所在院校設(shè)置了一種培訓(xùn)漢語(yǔ)非母語(yǔ)學(xué)習(xí)者對(duì)地方普通話的聽力課程，并且為這種課程編纂了所需要的教材。本文詳細(xì)介紹這一課程的運(yùn)作，限于篇幅，文中僅以香港普通話為例，系統(tǒng)地分析地方普通話與標(biāo)準(zhǔn)普通話（Standard Mandarin，下文以SM表示）之間的關(guān)系，其他各種地方普通話在課程中都作同樣的處理?？梢园堰@一思路和實(shí)踐看成是“大華語(yǔ)”（陸儉明， 2017）理念在課堂上的落實(shí)。教材的第一節(jié)介紹漢語(yǔ)方言分布的情形并且討論一些與方言學(xué)有關(guān)的基本概念，例如，何為語(yǔ)言？何為方言？何為次方言？漢語(yǔ)各方言之間的差別大致如何？第一節(jié)也討論兩類不太一樣的非標(biāo)準(zhǔn)普通話，即：（1）非普通話的官話方言（如天津話）和（2）受過(guò)方言影響的普通話（如一般香港人所說(shuō)的那種普通話）。另外第一節(jié)也略討論漢語(yǔ)方言字的問(wèn)題。

該教材從第二節(jié)到第十節(jié)，每一節(jié)介紹一種地方普通話，包括山東普通話、四川普通話、上海普通話、長(zhǎng)沙普通話、廣州普通話、香港普通話、福州普通話、廈門普通話、臺(tái)北的國(guó)語(yǔ)、新加坡的華語(yǔ)等。教材中先介紹這種方言或地方普通話的背景，然后分析并且比較每種地方普通話在語(yǔ)音、語(yǔ)法和詞匯上與規(guī)范普通話的差別。為每種地方普通話也提供實(shí)例，包括約一小時(shí)的錄音、錄音的拼音版、錄音的漢字版、相當(dāng)詳盡的注解以及一些聽力練習(xí)。以下舉例說(shuō)明。①

4. 香港普通話 Hong Kong Mandarin

4.1 背景 Background

Cantonese， which is the second most widely spoken of the seven major Chinese dialects， is the native language of approximately seventy million people in Hong Kong， Macao， central and southwestern Guangdong province， and southeastern Guangxi. In addition， there are sizeable populations of speakers found among the overseas Chinese in Viet Nam， Malaysia， Indonesia， Singapore， the United States， England， and Australia. Cantonese includes many different subdialects of which the most commonly encountered overseas is Toishan， commonly known as Seiyap or Szeyap， which was traditionally the native language of most Chinese-Americans and can still be heard in U.S. Chinatowns today. The Cantonese dialect of Guangzhou is usually considered the standard or prestige variety of Cantonese. Hong Kong Cantonese is basically similar to Guangzhou Cantonese except that， in the speech of most speakers， there are one less tone and certain lexical differences， including more English borrowings.

廣東話是七種主要漢語(yǔ)方言中之一，使用人口在方言中居第二位。香港、廣東省中部和西南部和廣西省東南部一共有七千多萬(wàn)人說(shuō)這種方言為他們的母語(yǔ)。此外，在越南、馬來(lái)西亞、印度尼西亞、新加坡、美國(guó)、英國(guó)和澳大利亞的海外華人中也有不少?gòu)V東話的母語(yǔ)者。廣東話包括許多次方言，其中在海外比較常見的是臺(tái)山方言，傳統(tǒng)上這是大多數(shù)華裔美國(guó)人的母語(yǔ)，今天仍然可以在美國(guó)的唐人街聽到。廣州話通常被視為最標(biāo)準(zhǔn)的粵語(yǔ)。香港粵語(yǔ)與廣州粵語(yǔ)基本相似，只是香港粵語(yǔ)少了一個(gè)聲調(diào)，還有在詞匯上的一些差異（例如，香港粵語(yǔ)中有更多的英語(yǔ)外來(lái)詞）。

The Cantonese dialects have preserved many of the features of older forms of the Chinese language. If one today reads a Tang poem in Cantonese pronunciation， many syllables which no longer rhyme in Mandarin still rhyme in Cantonese. The outstanding features of Modern Standard Cantonese include 6-7 tones; a distinction between long and short vowels， as in 街 gāɑi ‘street vs. 雞 gāi ‘chicken; a distinction between finals-ung and -ong， as in 懂 dúng ‘understand vs. 黨 dóng ‘political party; a rounded vowel -eui as in 去 heui ‘go; an initial consonant ng- as in 我 ngóh ‘I; both ng and m as independent syllables; final consonants -m/-p/-t/-k; and a rich variety of sentence final particles which， to one unfamiliar with Cantonese，tend to make the dialect sound “sing-songy”.

粵語(yǔ)方言保留了古漢語(yǔ)的許多特征。如果今天有人用粵語(yǔ)讀唐詩(shī)，那么許多在普通話中已不押韻的音節(jié)仍然押韻。現(xiàn)代標(biāo)準(zhǔn)廣東話的特點(diǎn)包括六到七個(gè)聲調(diào);長(zhǎng)音、短音之間的區(qū)別，如“街”gāɑi /“雞” gāi ;韻母 -ung / -ong 之間的區(qū)別，如“懂”dúng /“黨”dóng;圓唇音 -eui，如“去”heui;聲母 ng- 如“我”ngóh;ng 和 m 作為獨(dú)立的音節(jié);尾音 -m/-p/-t/-k;還有許多普通話所沒(méi)有的語(yǔ)尾詞，對(duì)于一個(gè)不熟悉廣東話的人來(lái)說(shuō)，往往會(huì)覺得講粵語(yǔ)的人聽起來(lái)好像在唱歌。

As for the degree of closeness between Cantonese and Mandarin， a native speaker of Mandarin from Beijing who had never before heard Cantonese would understand only a few isolated words. Cantonese would， in effect， be a different language for him or her. From the point of view of contrastive linguistics， we can say that the Chinese dialects differ most in pronunciation， less in vocabulary， and least in grammar. But this is not to say that there are not also significant differences in grammar.

至于粵語(yǔ)和普通話之間的關(guān)系，以前從未聽過(guò)廣東話的北京人只能理解一些孤立的單詞。實(shí)際上，廣東話對(duì)他來(lái)說(shuō)等于是另一種語(yǔ)言。從對(duì)比語(yǔ)言學(xué)的角度來(lái)看，我們可以說(shuō)漢語(yǔ)方言在發(fā)音上的差異最大，詞匯上的差異次之，而語(yǔ)法上的差異最少。但是，這并不意味著語(yǔ)法上沒(méi)有顯著的差異。

Below are described the most common points of difference between Standard Mandarin and Cantonese Mandarin in pronunciation， grammar， and vocabulary. It should be emphasized ?that active production in studentsown speech of the sounds， grammatical structures， and special vocabulary of Cantonese Mandarin is not encouraged. For their own use，students should stick with the standard Mandarin they have learned from their teachers. However，it is important that any student of Chinese at the upper intermediate or advanced level be able to understand the kind of Chinese presented here.

以下討論香港普通話和規(guī)范普通話在發(fā)音、語(yǔ)法和詞匯方面最常見的差異。應(yīng)該強(qiáng)調(diào)的是，我們并不鼓勵(lì)學(xué)習(xí)者在自己的語(yǔ)言中使用這些不規(guī)范的用法。學(xué)生應(yīng)該堅(jiān)持使用從老師那里學(xué)到的標(biāo)準(zhǔn)普通話。但是，重要的是，任何想達(dá)到高水平漢語(yǔ)的學(xué)生都應(yīng)該能夠理解在這里所呈現(xiàn)的這種中文。

Naturally，individual speakers will vary in the degree of their deviation from Standard Mandarin because of factors such as age，level of education，urban vs. rural upbringing，and language aptitude. Nevertheless，nearly all speakers who spent their formative years in the Cantonese speech area will exhibit in their Mandarin some of the characteristics listed below. （In the sections below， the abbreviation SM stands for “Standard Mandarin”.）

當(dāng)然，由于年齡、教育水平以及語(yǔ)言能力等因素，每個(gè)人的普通話水平會(huì)有所不同。盡管如此，大多數(shù)在粵語(yǔ)地區(qū)長(zhǎng)大的中國(guó)人會(huì)在他們的普通話中展示下面所列出的一些特征。（以下 SM 指“標(biāo)準(zhǔn)普通話”。）

One of the most common examples of Cantonese influence on Mandarin pronunciation involves the three pairs of sounds zi/zhi， ci/chi， and si/shi. None of these sounds occurs in Cantonese. ?Cantonese speakers when speaking Mandarin typically substitute for them the sounds ji/qi/xi. Thus， 一個(gè)字 yíge zì ‘a(chǎn) characteris pronounced like 一個(gè)雞 yíge jī ‘a(chǎn) chicken， 四千 sìqiān ‘four thousand sounds like 細(xì)鉛 xìqiān ‘fine lead， and 她不是我的老師 Tā bú shi wǒde lǎoshī ‘She is not my teacher sounds like Tā bú xì wǒde lǎoxī. Moreover， some Cantonese speakers who may have learned in class that their pronunciation of these sounds is faulty tend to overcorrect and confuse the distinctions between zi/zhi， ci/chi， and si/shi， producing nonexistent words like *xiǎo chèzi ‘booklet for standard Mandarin 小冊(cè)子 xiǎo cèzi or else unnaturally stressing the retroflex sounds.

Since standard Mandarin initial j? in many words corresponds to Cantonese initial g?， Cantonese speakers often use the latter sound when speaking Mandarin. ?Examples： 一斤 yìgēn ‘a(chǎn) cattie （SM yìjīn）， 街 gāɑi ‘street （SM jiē）， 之間 jīgāɑn ‘between （SM zhījiān）.

Cantonese has no initial r? and often uses y? instead. ?Through influence from Cantonese， initial standard Mandarin r? may be pronounced as y? in Cantonese Mandarin. Thus 人 rén ‘person may be pronounced as yán and 如果 rúguǒ ‘if as yúguǒ.

In standard Mandarin， n? and l? are two totally different consonants. In Cantonese， however， many speakers have only l? initially or use n? and l? in free variation. For this reason， many native Cantonese render Mandarin n? as l? when speaking Mandarin. Examples： 那邊 làbiān ‘there （SM nàbiān）， 難 lán ‘difficult （SM nán）， 腦子 lǎozi ‘brain （SM nǎozi）.

Cantonese has no syllables with an h? sound before ?u? while Mandarin does. Thus， the Cantonese tend to pronounce such Mandarin syllables in the Cantonese way as w?. Examples： ?會(huì)不會(huì) wèi búwèi ‘can or cannot （SM huì buhui）， 黃小姐 Wáng Xiáojie ‘Ms. Huang （SM Huáng Xiáojie）， 壞 wài ‘bad （SM huài）.

Standard Mandarin w? often corresponds to Cantonese m?. Examples of some common mispronunciations： 好晚 hǎo mǎɑn ‘very late （SM hǎo wǎn），一萬(wàn) yímàɑn ‘10，000 （SM yíwàn）.

A number of Cantonese words that begin with a vowel have common alternate forms pronounced with an ng? immediately before the vowel. ?Some Cantonese carry this habit over into their Mandarin. ?For example， words like standard Mandarin 安排 ānpái ‘a(chǎn)rrange might be pronounced as ngāɑnpáɑi in Cantonese Mandarin or 奧運(yùn)會(huì) ?oyùnhuì ‘Olympics may be prounounced Ngàoyùnwuì.

There are many other cases of Cantonese influence on Mandarin initials besides those listed above. ?For example， initials p?/t?/k? may be confused with b?/d?/g?， standard Mandarin k? may be pronounced as f? or h?， standard Mandarin h? may be pronounced as f?， and standard Mandarin q? and x? may be pronounced as h?. Always listen carefully to what you hear and， with practice， you will gradually become aware of the correspondences.

In Cantonese there are two types of vowel a， long and short. ?Cantonese speakers often carry over their long ɑ， which sounds like ɑɑ， when speaking Mandarin. ?Examples include 教 jiāɑo ? ? ‘teach（SM jiāo）， 看 kàɑn ‘look （SM kàn）， 參觀 cāɑnguāɑn ‘visit （SM cānguān）， and 太高 tàɑi gāɑo ‘too tall （SM tài gāo）.

Standard Mandarin final ?i is often pronounced in Cantonese Mandarin as ?ei or ?ɑi. Examples of ??i being pronounced as ?ei： 離開 léikāɑi ‘leave （SM líkāi）， 皮包 péibāɑo ‘handbag （SM píbāo）， 比較 béigɑɑo ‘comparatively （SM bǐjiào）. Examples of ??i being pronounced as ?ɑi： 低 dāi ‘low （SM dī）， 洗 sái‘wash （SM xǐ）， 禮拜 láɑibɑɑi ‘week （SM lǐbài）.

Standard Mandarin final ?e， when occurring after g?/k?/h?， is sometimes pronounced as ?o in Cantonese Mandarin. Examples： 一個(gè) yígò ‘one （SM yíge）， 哥哥 gōgō ‘older brother （SM gēge），可能 kǒnéng ‘possible （SM kěnéng）.

Standard Mandarin final ?u is often pronounced as ?ou in Cantonese Mandarin. Examples： 路 lòu ‘road ?（SM lù）， 進(jìn)步 jìnbòu ‘progress （SM jìnbù）， 普通 pǒutōng ‘ordinary （SM pǔtōng）. ?After initials zh?/ch?/sh?， standard Mandarin final ?u may also be pronounced as ?ü in Cantonese Mandarin. Examples： 豬 jū ‘pig （SM zhū）， 處置 qǔjì ‘settle （SM chǔzhì）， 書 xū ‘book （SM shū）.

Mandarin diphthong ?ou often corresponds to Cantonese diphthong ?ɑo while Mandarin ?ao may correspond to Cantonese ?ou. As a result， Cantonese speakers tend to confuse these two finals. ?Examples of standard Mandarin ?ou being pronounced as ?ɑo： 有 yǎo ‘have （SM yǒu）， 某些 mǎoxiē ‘certain （SM mǒuxiē）， and 最后 zuìhào ‘in the end （SM zuìhòu）. Examples of standard Mandarin ?ao being pronounced as ?ou： 好 hóu ‘good （SM hǎo）， 老人 lóu yàn ‘old person （SM lǎo rén）， 報(bào)紙 bòují ‘newspaper （SM bàozhǐ）.

Mandarin ?ɑi corresponds to Cantonese ?oi and therefore Cantonese speakers often substitute their native ?oi for ?ɑi when speaking Mandarin. ?Examples： 臺(tái)灣 Tóiwāɑn ‘Tɑiwan （SM Tɑíwān）， 天才 tiāncói ‘genius （SM tiāncái）， 應(yīng)該 yīnggōi ‘should （SM yīnggāi）.

Syllables ending in ?ɑo and ?iɑo in standard Mandarin are often pronounced with ?iu in Cantonese. This is a reflection of the Cantonese pronunciation. Examples of ?ɑo being pronounced as ?iu： 這一條 zhèyìtiú ‘this one （road） （SM zhèyìtiáo）， 小姐 xiújié ‘miss （SM ?xiáojie）， 代表 dòibiú ‘representative （SM dàibiǎo）.

Mandarin ?ɑn corresponds to Cantonese ?on in many words， so Cantonese speakers tend to pronounce Mandarin words which should have

?an with ?on instead. Examples： 按照 ònjiù ‘a(chǎn)ccording to （SM ànzhào）， 平安 píng‘ōn ‘peace （SM píngān）， 豬肝 zhūgōn ‘pork liver （SM zhūgān）.

The Mandarin finals ?ɑng and ?iɑng correspond to Cantonese ?ong. Therefore， Cantonese speakers when speaking Mandarin tend to use ?ong where they should use ?ɑng or ?iɑng. Examples of this phenomenon include： 香港 Xiōnggóng ‘Hong Kong （SM Xiānggǎng）， 一塊糖 yíkuài tóng ‘a(chǎn) piece of candy' （SM yíkuài táng）， 講 jióng ‘talk， say （SM jiǎng）， and 王先生 Wóng Xiānsēng ‘Mr. Wang （SM Wáng Xiānsheng）.

The final ?r is rare in Cantonese Mandarin. ?Standard Mandarin 兒子 érzi ‘son， 畫兒 huàr ‘painting， 一點(diǎn)兒 yìdiǎr ‘a(chǎn) little， and wár ‘to have fun are all usually pronounced in Cantonese Mandarin without the final ?r as yízi， huà， yìdiǎn， and wán.

Depending on the speaker， there may be other cases of Cantonese influence on Mandarin finals besides those listed above. ?For example， finals ?ɑ and ?iɑ may be interchanged， standard Mandarin ?ie may be pronounced as ?e， ?eng may be pronounced as ?ɑng， and final ?n may be pronounced as ?m. Again， listen carefully and， in time， you will be able to make the proper substitutions.

As in the case of initials and finals， Cantonese speakers will sometimes be influenced by the tones of their native dialect when speaking Mandarin. For example， words which in Cantonese have the so?called 入聲 rùshēng endings and end abruptly in ?p/?t/?k， may be pronounced with overly abrupt endings in Mandarin.

One other noticeable characteristic of Cantonese Mandarin is the relative paucity of neutral tones compared to standard Mandarin. This is because there exist no neutral tones in Cantonese. Thus， such words as standard Mandarin 先生 xiānsheng ‘gentleman， 知道 zhīdɑo ‘to know， and 昨天 zuótiɑn ‘yesterday， for example， all of which have neutral tone second syllables， are typically pronounced in Cantonese Mandarin as xiānshēng，zhīdào，and zuótiān.

4.3.1 Through influence from Cantonese， the verb 有 yǒu ‘to have is often used as an auxiliary verb before the main verb of a sentence in Cantonese Mandarin to indicate completed action， replacing the functions of standard Mandarin 了 ?le or 過(guò) ?guo. ?Example： 你有沒(méi)有去？有， 我有去 Nǐ yǒu méiyou qù？ Yǒu，wǒ yǒu qù ‘Did you go？Yes， I did.

4.3.2 As is obligatory in Cantonese， the second syllable of bisyllabic verbs in Cantonese Mandarin is deleted before 不 bù in choice?type questions. Examples： 知不知道？Zhī bù zhīdào？ ‘Do you know？ （SM Zhīdɑo bù zhīdào？）; 可不可以？Kě bù kěyǐ？‘May I？（Kéyi bu kéyi？）; ?喜不喜歡？Xǐ bù xǐhuān？ ‘Do you like it？（Xǐhuan bù xǐhuan？）.

4.3.3 In constructions with the verb 給 gěi ‘to give， the normal Mandarin order of indirect object before direct object may be reversed. ?Examples： ?給一點(diǎn)錢我 Gěi yìdiǎn qián wǒ ‘Give me some money （SM Gěi wǒ yìdiǎn qián）; 她可以給我的地址你了 Tā kéyi gěi wǒde dìzhǐ nǐ le ‘She can give you my address（SM Tā kéyi gěi nǐ wǒde dìzhǐ）.

4.3.4 The verb suffix 過(guò) ?guò ‘surpass' is often affixed to stative verbs to indicate comparison in place of the standard Mandarin construction with 比 bǐ. Examples： 坐飛機(jī)快過(guò)坐火車 Zuò fēiji kuàiguò zuò huǒchē ‘Taking a plane is faster than taking the train （SM Zuò fēiji bǐ zuò huǒchē kuài）; 我們的佛廟不可以高過(guò)他們的回教堂 Wǒmende fómiào bù kéyi gāoguò tāmende huíjiaòtáng ‘Our Buddhist temples may not be higher than their mosques （SM Wǒmende fómiào bù kéyi bǐ tāmende huíjiàotáng gāo）; 這個(gè)價(jià)錢便宜過(guò)去年的 Zhèige jiàqián piányiguò qùniánde ‘This price is cheaper than last year's （SM Zhèige jiàqián bǐ qùnniánde piányi）; 她去好過(guò)你去 Tā qù hǎoguò nǐ qù ‘It's better that she goes than that you go （SM Tā qù bǐ nǐ qù hǎo）.

4.3.5 ?In Cantonese Mandarin， a sentence?final 的 de is added at the end of many sentences where standard Mandarin requires no 的 de. ?Examples： 中國(guó)人好老實(shí)的 Zhōngguó rén hǎo lǎoshíde ‘Chinese people are very honest （SM Zhōngguo rén hěn lǎoshí）; 這種事情不能急的Zhèizhǒng shìqíng bù néng jíde ‘One mustn't get excited about this kind of thing （SM Zhèizhǒng shìqing bù néng jí）; 那種菜你洗它，它好多泥沙的 Nàzhǒng cài nǐ xǐ tā， tā hǎo duō níshāde ‘That kind of vegetable has a lot of sand in it when you wash it （SM Nèizhǒng cài， nǐ xǐ， hǎo duō nísh?。?

4.3.6 ?The negative 不 bù sometimes occurs at the beginning of resultative verb constructions containing 得 de to indicate inability. The standard Mandarin negative potential form requires that 不 bù be infixed between the two parts of the verb without 得 de. Examples： 我不出得來(lái) Wǒ bù chūdelái ‘I cant get out （SM Wǒ chūbulái）; 我不吃得飽 Wǒ bù chīdebǎo ‘I cant get enough to eat （SM Wǒ chībubǎo）.

4.3.7 ?The ordering of elements in the potential forms of resultative verb compounds used in choice?type questions differs from standard Mandarin. ?Example： 你聽不聽得見？Nǐ tīng bù tīngdejiàn？ ‘Can you hear？ （SM Nǐ tīngdejiàn tīngbújiàn？）.

4.3.8 ?Stative verbs， which cannot take objects in standard Mandarin， are sometimes used with objects in Cantonese Mandarin. ?Standard Mandarin would in most such cases employ coverbal constructions. Examples： 那個(gè)地方近陳先生家 Nèige dìfāng jìn Chén Xiānshēng jiā ‘That place is close to Mr. Chen's home （SM Nèige dìfang lí Chén Xiānsheng jiā hěn jìn）; 泰國(guó)的時(shí)間慢這里一個(gè)鐘頭 Taìgúode shíjiān màn zhèli yíge zhōngtóu ‘Thailand time is an hour slower than here （SM Tàiguóde shíjiān bǐ zhèli màn yíge zhōngtóu）.

4.3.9 The adverbs 多 duō ‘more and 少 shǎo ‘less may occur after the verb rather than before it as in standard Mandarin. Examples： 買多一本 mǎi duō yìběn ‘buy another （book） （SM duō mǎi yìběn）; 學(xué)多一點(diǎn)英文 xué duō yìdiǎn Yīngwén ‘learn a little more English （SM duō xué yìdiǎr Yīngwén）; 吃少一點(diǎn) chī shǎo yìdiǎn ‘eat a little less （SM shǎo chī yidiar）.

4.3.10 ?The adverb 先 xiān ‘first often occurs in sentence final position rather than before the verb as in standard Mandarin. Example： 你們下車先 Nǐmen xiàchē xiān ‘You get off the bus first （SM Nǐmen xiān xiàchē）.

4.3.11 Reduplicated and cognate object constructions often follow the Cantonese rather than the Mandarin pattern. ?Examples： 懂少少 dǒng xiǎoxiǎo ‘understand a little （SM dǒng yìdiǎn）; 講話大大聲 jiǎnghuà dàdàshēng ‘to speak loudly （SM dàshēng shuōh(huán)uà）; 我去看一下她 Wǒ qù kànyíxià tɑ ‘I'll go to see her （SM Wǒ qù kàn ta yixiɑ）.

4.3.12 ?Initial ?yī ‘one is sometimes deleted in numbers. Examples： 百六 bǎi liù ‘a(chǎn) hundred and sixty （dollars） （SM yìbǎi liù）; 塊半 kuài bàn ‘a(chǎn) dollar and a half （SM yíkuài bàn）.

4.3.13 The noun suffix 子 ?zi is sometimes omitted. Examples： 一條褲 yìtiáo kù ‘a(chǎn) pair of pants （SM yìtiáo kùzi）; 帽 mào ‘hat （SM màozi）; 椅 yǐ ‘chair （SM yǐzi）; 盒 hé ‘box （SM hézi）; 扇 shàn ‘fan （SM shànzi）.

4.4 ?詞匯 Vocabulary

In the same manner that the Mandarin pronunciation and grammar of Cantonese speakers may be influenced by their native language， their vocabulary is also influenced. Although the majority of the Cantonese lexicon， aside from differences in pronunciation， is actually quite similar to Mandarin， some of the most common everyday words happen to be very different. Below are listed a few such borrowings from Cantonese in Cantonese Mandarin， as illustrations of the kinds of words involved.

綜上所述，香港普通話和標(biāo)準(zhǔn)普通話之間在語(yǔ)音、語(yǔ)法和詞匯的確有一些系統(tǒng)性的差異。修這一門課的學(xué)生在上課時(shí)首先接觸了相關(guān)的背景知識(shí)，然后又了解了這些系統(tǒng)性的差異，在此基礎(chǔ)上再通過(guò)聆聽相關(guān)的錄音，基本上就對(duì)香港普通話有了一個(gè)大概的了解。

5. 中國(guó)臺(tái)灣地區(qū)的國(guó)語(yǔ)

下面再以中國(guó)臺(tái)灣地區(qū)的國(guó)語(yǔ)為例對(duì)相關(guān)錄音略作說(shuō)明，這是一段自然的對(duì)話，整個(gè)對(duì)話長(zhǎng)約25分鐘。教材包括錄音、拼音版、漢字版、注解以及練習(xí)，不過(guò)后兩項(xiàng)由于篇幅所限，故在這里省略了。以下A指說(shuō)標(biāo)準(zhǔn)普通話的發(fā)言人，而B指說(shuō)臺(tái)灣國(guó)語(yǔ)的發(fā)言人。請(qǐng)注意，所有非標(biāo)準(zhǔn)的部分一律劃線。①

A： Nàme， nǐ gānggāng wàngle gàosu wǒ jiùshi shuō nǐ… xiànzài zuòde shi shénme yàngzide gōngzuò？

那么，你剛剛忘了告訴我就是說(shuō)你……現(xiàn)在做的是什么樣子的工作？

B：M，wǒ hǎoxiàng yǒu gēn nǐ jiǎng， wǒ （Hɑhɑhɑ.）zài dāng（Dàgài wǒ wàngle?。?jiùsēnyuán.

姆，我好像有跟你講，我（哈哈哈。）在當(dāng)（大概我忘了?。┚壬鷨T。

A：?， jiùshēngyuán， duì. Duìbuqǐ. Nàme … nǐ zài xuéxiào xuéde yě shi tǐyù zhèifāngmiànde， shì bu shi？

噢，救生員，對(duì)。對(duì)不起。那么……你在學(xué)校學(xué)的也是體育這方面的，是不是？B： Sì， sì.是，是。

A： E， zài wǒmen yìbān rénde yìnxiàng lǐmiàn hǎoxiàng xué tǐyùde jiùshi…píngcháng bèngbèngtiàotiàode. Dàgài zài jiàoshilǐde shíjiān bǐjiào shǎo. Nǐ shì bu shi kéyi gěi wǒmen jièshɑo yixiɑ jiūjìng nǐmen tǐyù xì， zài xuéxiào lǐmiàn xuéde shi yìxiē shénme dōngxi？

哦，在我們一般人的印象里面好像學(xué)體育的就是……平常蹦蹦跳跳的。大概在教室里的時(shí)間比較少。你是不是可以給我們介紹一下究竟你們體育系，在學(xué)校里面學(xué)的是一些什么東西？

B： ?. Tǐyù … wǒ xiǎng … tǐyù tā zǐ sì yíge míncí， tā bāokuā hěn dō lɑ. （Shì.） Xiàng … wǒmén … wǒmén yào kǎojìnlai zīqián， gāozōngde síhòu wǒmén niànde sì bǐnzǔ. （Shì.） Nà， wǒmén jìnlái yǐhòu wǒmén hái yào … xué yùndòng sēnlǐ ɑ， réntǐ jiěpōu ɑ， hái yǒu … e， pǔtōng sēnwù ɑ， zèxiē dōu sì wǒmén réntǐsàng ɑ， huòzě sì… jīnénsàng … de zǒngzǒng gòuzào. Ránhòu…m， hái yǒu yùndòng cáipànfǎ， páiqiú， zúqiú， lěiqiú， bàngqiú， nǐ xiǎngdedàode qiúlèi.

噢。體育……我想……體育它只是一個(gè)名詞，它包括很多啦。（是。）像……我們……我們要考進(jìn)來(lái)之前，高中的時(shí)候我們念的是丙組。（是。）那，我們進(jìn)來(lái)以后我們還要……學(xué)運(yùn)動(dòng)生理啊、人體解剖啊、還有……哦，普通生物啊，這些都是我們?nèi)梭w喪啊，或者四……機(jī)能上……的種種構(gòu)造。然后……姆，還有運(yùn)動(dòng)裁判法、排球、足球、壘球、棒球，你想得到的球類。

6. 如何使用此教材 Recommended Study Procedures

本教材的設(shè)計(jì)使其可用于自學(xué)或在課堂上與教師一起使用。為了讓學(xué)習(xí)者從中獲得最大的收益，建議遵循下面所描述的學(xué)習(xí)和教學(xué)程序。

6.1 學(xué)習(xí)者課前的準(zhǔn)備 Student（at home）

6.1.1 First listen to the audio recording of a conversation in its entirety without reference to the transcription or annotations. Try to catch as many words and phrases as you can. 首先完整地聽取對(duì)話的錄音，而不要參考拼音版、漢字版或注釋。嘗試盡可能了解其大意。

6.1.2 ?Next listen to a ten-to twenty-second segment of the recording. 接下來(lái)聽10～20秒的錄音。

6.1.3 Now read the segment of the transcription that corresponds to what you heard in Step 6.1.2. ?After you have read the transcription， play the recording again and read along silently. 現(xiàn)在讀符合于您在步驟 6.1.2 所聽的內(nèi)容的拼音版或漢字版。讀完后，再次播放錄音。

6.1.4 Now study the portion of the annotations that corresponds to the part of the conversation you heard and read in Steps 6.1.2 and 6.1.3. 現(xiàn)在學(xué)習(xí)與您在步驟 6.1.2 和 6.1.3 中聽到和閱讀的對(duì)話部分相對(duì)應(yīng)的注釋部分。

6.1.5. Now listen to the audio recording again and follow along in the transcription. Note down any remaining questions for discussion in class. 現(xiàn)在再次聽錄音。記下任何問(wèn)題，以便在課堂上討論。

6.1.6 When you have finished working through one segment of a conversation in this way， go on to the next segment following the steps above. 以這種方式完成對(duì)話的一個(gè)部分后，按照上面的步驟繼續(xù)下一個(gè)部分。

6.2 在課堂內(nèi)上課程序 Instructor（in class）

6.2.1 Listen with your students to a ten-to twenty-second segment of the conversation in class. 教員和學(xué)習(xí)者一起在課堂上聽10～20秒的談話。

6.2.2 Have students take turns reading one line of the transcription at a time. They should regularize in their own Chinese speech any non?standard pronunciations， grammar or vocabulary. 讓學(xué)生輪流讀拼音版或漢字版。他們應(yīng)該用規(guī)范的普通話來(lái)說(shuō)出在拼音版或漢字版本中任何不規(guī)范的發(fā)音或語(yǔ)法。

6.2.3. Ask the students if there are any parts they still do not understand. If the problem is non?standard pronunciation or usage， convert into standard Chinese. If the problem is more general， explain the meaning in simpler Chinese or， as a last resort， in the students native language. 問(wèn)學(xué)生是否仍有任何他們所不理解的部分。如果問(wèn)題是非標(biāo)準(zhǔn)發(fā)音或用法，請(qǐng)轉(zhuǎn)換為標(biāo)準(zhǔn)中文。如果問(wèn)題更為籠統(tǒng)，請(qǐng)用更簡(jiǎn)單的中文解釋，或者作為最后的手段，用學(xué)生的母語(yǔ)來(lái)解釋。

6.2.4 After students have asked their questions， the instructor should do intensive questioning on the content of the portion of the conversation taken up. For example： Who said what to whom？Why？What is he or she going to do now？etc. 在學(xué)生提出問(wèn)題之后，教師應(yīng)該對(duì)所討論的部分內(nèi)容進(jìn)行深入的質(zhì)疑。例如：誰(shuí)對(duì)誰(shuí)說(shuō)了什么？為什么？他們現(xiàn)在要做什么？等等。

6.2.5 Ask one or more students to sum up in their own words the gist of what occurred in the segment discussed. 請(qǐng)學(xué)生用自己的話總結(jié)一下在所討論部分中發(fā)生的事情。

6.2.6 Now have students turn to the Annotations section and drill the new words and structures with them. 現(xiàn)在請(qǐng)學(xué)生翻到注釋部分。學(xué)生跟著教員重復(fù)每個(gè)生詞然后進(jìn)行操練和問(wèn)答練習(xí)。

6.2.7 When you have finished working through one segment of a conversation in this way，go on to the next segment following the steps above. 以這種方式完成了對(duì)話的一個(gè)部分后，按照上面的步驟繼續(xù)下一個(gè)部分。

7. 結(jié)語(yǔ)

在結(jié)論中作者想特別強(qiáng)調(diào)此課程的目的是培訓(xùn)學(xué)習(xí)者的聽力，絕對(duì)不鼓勵(lì)他們學(xué)說(shuō)不規(guī)范的普通話。外籍人士想要徹底了解中國(guó)各地受方言影響的普通話，自然要在中國(guó)幾個(gè)不同的地區(qū)居住一段比較長(zhǎng)的時(shí)間，但從上課的效果和學(xué)生的反饋看，本文中所介紹的這種課程應(yīng)該能為他們將來(lái)在聽到各種不規(guī)范的普通話時(shí)提供一些便利。

顯然，由于目前世界上講華語(yǔ)的人口基數(shù)大，分布廣，加上地方文化的影響和教育程度的不同，要求凡講華語(yǔ)者必講標(biāo)準(zhǔn)普通話顯然不可能。鑒于此，聽懂受方言影響的地方普通話對(duì)于想達(dá)到高水平的學(xué)習(xí)者來(lái)說(shuō)是十分重要的，這也是為什么美、加等國(guó)院校和語(yǔ)言培訓(xùn)機(jī)構(gòu)多年來(lái)重視這一方面訓(xùn)練的原因。而且了解一個(gè)國(guó)家方言的背景知識(shí)，包括能猜測(cè)有某種口音的人來(lái)自何處，這些都是高水平學(xué)習(xí)者應(yīng)具備的文化知識(shí)。雖然要真正精通方言和地方普通話非得在該地區(qū)生活相當(dāng)長(zhǎng)的一段時(shí)間不可，但正如我們以上所見，有許多策略和方法可以在課堂上教授，地方普通話在非母語(yǔ)學(xué)習(xí)者的華語(yǔ)教學(xué)中有了一席之地，這些學(xué)生將來(lái)到了講目標(biāo)語(yǔ)地區(qū)后，或許就能在最短的時(shí)間內(nèi)提高溝通能力。

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Abstract： This paper explores the structure and implementation of a listening course for CSL learners， focusing on issues related to the ability of learners in understanding Putonghua with local accents （known as local Putonghua and referred to as LP in this paper） due to the influence of dialects. After a brief introduction to the distribution of major Chinese dialects， some of the well-known LP cases are discussed， including LP in Shandong， Sichuan， Shanghai， Hong Kong， as well as the varieties of Chinese used in Taiwan and Singapore. A comparison between standard Chinese and each of these LP cases are made in terms of pronunciation， grammar， and vocabulary， supplemented by examples from real life. The author points out that the purpose of such a course is not to encourage CSL learners to use LP Chinese， but to cultivate the ability of advanced level learners in understanding varieties of LP， which is usually obtained after a considerable period of staying in the area where LP is spoken. Based on feedback from students， the author has found that it is indeed helpful for learners to have training of this kind， which prepares them for better communication in Chinese with local people in real life situations.

【責(zé)任編輯 蘇 政】