語言運用與教學中“地方普通話”的一席之地

顧百里

[摘 要] 本文介紹一種培訓漢語非母語學習者理解不規范普通話能力的聽力課程， 舉例說明課程的結構和實際操作。該課程首先介紹漢語方言分布的情形幷討論一些與方言學有關的基本概念， 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、臺灣國語、新加坡華語等。文中比較各種地方普通話在語音、語法和詞匯上與規范普通話的差別，也提供各種地方普通話的實例和聽力材料。在結論中，作者強調此課程的目的是培訓高年級學習者的聽力，絕對不鼓勵他們學說不規范的普通話。外籍人士想要徹底地了解中國各地受方言影響的普通話，自然要在相關地區居住一段時間，但作者從上課的效果和學生的反饋中發現，這種課程應該能使他們更清楚地了解華語運用的實際情況，為他們聽懂各種不規范的普通話做一些準備，從而幫助他們更好地在實際生活中與華人溝通。

[中圖分類號]H102;H11;H195 ?[文獻標識碼]A ?[文章編號]1674-8174（2019）01-0032-10

1. 前言

無論他們學過多長時間的漢語，剛到香港、廣州、上海、福州、臺北等地的外國留學生可能會聽不太懂當地人的普通話。這是為什么呢？是因為這些地區的居民生活用語并非普通話，即使他們能說普通話，他們在發音、語法和詞匯上也很容易受到方言的影響。我還記得，1971年我第一次到臺北時，雖然我在美國已跟兩位北京籍的老師學過兩年的普通話，而且臺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，我問價錢的時候，賣方回答說某一貨品要“四四四塊”（四十四塊），我根本不知道他在說什么！

大多數語言不僅具有一種或多種標準形式，而且還有一些方言或受方言影響的非標準語言變體。可惜這些變體很少在教學上受到關注，雖然事實上可能有無數母語者在日常生活上使用。受過教育的母語者通常會理解這些帶方音的語言的大意。例如，受過良好教育的美國人能理解波士頓、德州、英國、澳洲的英語方言和次方言。同樣地，受過良好教育的中國人會理解上海人講的普通話、香港人講的普通話、臺灣人講的國語、新加坡人講的華語等等。

2. 跨部門語言圓桌（ILR）量表對理解方言的要求

如果受過良好教育的母語者能夠理解受方言影響的普通話，那么似乎學習漢語的外國學習者如果想達到高水平的話，也應該可以達到一樣或差不多一樣的程度。美國和加拿大政府的跨部門語言圓桌（Interagency Language Roundtable， 簡稱 ILR）在他們編的語言能力量表中曾談及這方面的問題。請看以下對各種語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. 能聽懂標準語中所有的要點……如果說得很快或使用一些俚語或方言，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. 在與以正常語速講標準語的當地人面對面交談時，理解是相當完整的。

Listening 3+： Increased ability to understand native speakers talking quickly， using non-standard dialect or slang; however， comprehension not complete. 聽懂用非標準方言或俚語快速說話的母語者的能力增強;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. 能夠理解一些非標準方言的要點，但仍然無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. 基本上在任何面對面的交流中能聽懂標準語和其他主要方言的母語者。

Listening 4+：Increased ability to comprehend native speakers using extreme non-standard dialects. 聽懂使用極端非標準方言的母語者的能力增強。

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. 能夠完全理解受過良好教育的母語者能理解的所有語言形式和風格，包括一些地區性和沒有文字的方言。

由以上可見，在 ILR 的描述中，從 3+ 級開始要求學習者對方言或受過方言影響的語言有一定的理解能力;到了 4 級和 4+ 級，要能理解幾乎所有的語言形式。換句話說，學習者的程度越高，他越能聽懂這些不標準的受過方言影響的話。

3. 一種提高漢語非母語學習者對“地方普通話”理解能力的聽力課程

過去，對受方言影響的非標準語的培訓并不多見。這可能有許多不同的原因，包括對非母語者理解方言的重要性和困難認識不足，還有的老師認為方言理解力根本不能教，只能由學生自己在講華語的社會中“自然”學會。毫無疑問，一些普通話教師對讓學生接觸方言持保留態度，認為是“不正確的”語言，不利于學習者的口語能力的發展。本文認為對于以ILR 4 級為目標的學習者來說，理解受方言影響的“地方普通話”的能力非常重要。雖然培養這種能力對于非母語學習者來說是困難而耗時的，但這種能力是可以教的而且也是應該教的。

由于以上各種原因，筆者所在院校設置了一種培訓漢語非母語學習者對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。本文詳細介紹這一課程的運作，限于篇幅，文中僅以香港普通話為例，系統地分析地方普通話與標準普通話（Standard Mandarin，下文以SM表示）之間的關系，其他各種地方普通話在課程中都作同樣的處理。可以把這一思路和實踐看成是“大華語”（陸儉明， 2017）理念在課堂上的落實。教材的第一節介紹漢語方言分布的情形并且討論一些與方言學有關的基本概念，例如，何為語言？何為方言？何為次方言？漢語各方言之間的差別大致如何？第一節也討論兩類不太一樣的非標準普通話，即：（1）非普通話的官話方言（如天津話）和（2）受過方言影響的普通話（如一般香港人所說的那種普通話）。另外第一節也略討論漢語方言字的問題。

該教材從第二節到第十節，每一節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、臺北的國語、新加坡的華語等。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音、語法和詞匯上與規范普通話的差別。為每種地方普通話也提供實例，包括約一小時的錄音、錄音的拼音版、錄音的漢字版、相當詳盡的注解以及一些聽力練習。以下舉例說明。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人說這種方言為他們的母語。此外，在越南、馬來西亞、印度尼西亞、新加坡、美國、英國和澳大利亞的海外華人中也有不少廣東話的母語者。廣東話包括許多次方言，其中在海外比較常見的是臺山方言，傳統上這是大多數華裔美國人的母語，今天仍然可以在美國的唐人街聽到。廣州話通常被視為最標準的粵語。香港粵語與廣州粵語基本相似，只是香港粵語少了一個聲調，還有在詞匯上的一些差異（例如，香港粵語中有更多的英語外來詞）。

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”.

粵語方言保留了古漢語的許多特征。如果今天有人用粵語讀唐詩，那么許多在普通話中已不押韻的音節仍然押韻。現代標準廣東話的特點包括六到七個聲調;長音、短音之間的區別，如“街”gāɑi /“雞” gāi ;韻母 -ung / -ong 之間的區別，如“懂”dúng /“黨”dóng;圓唇音 -eui，如“去”heui;聲母 ng- 如“我”ngóh;ng 和 m 作為獨立的音節;尾音 -m/-p/-t/-k;還有許多普通話所沒有的語尾詞，對于一個不熟悉廣東話的人來說，往往會覺得講粵語的人聽起來好像在唱歌。

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.

至于粵語和普通話之間的關系，以前從未聽過廣東話的北京人只能理解一些孤立的單詞。實際上，廣東話對他來說等于是另一種語言。從對比語言學的角度來看，我們可以說漢語方言在發音上的差異最大，詞匯上的差異次之，而語法上的差異最少。但是，這并不意味著語法上沒有顯著的差異。

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范普通話在發音、語法和詞匯方面最常見的差異。應該強調的是，我們并不鼓勵學習者在自己的語言中使用這些不規范的用法。學生應該堅持使用從老師那里學到的標準普通話。但是，重要的是，任何想達到高水平漢語的學生都應該能夠理解在這里所呈現的這種中文。

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”.）

當然，由于年齡、教育水平以及語言能力等因素，每個人的普通話水平會有所不同。盡管如此，大多數在粵語地區長大的中國人會在他們的普通話中展示下面所列出的一些特征。（以下 SM 指“標準普通話”。）

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， 一個字 yíge zì ‘a characteris pronounced like 一個雞 yíge jī ‘a chicken， 四千 sìqiān ‘four thousand sounds like 細鉛 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 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： ?會不會 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 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 ‘arrange might be pronounced as ngāɑnpáɑi in Cantonese Mandarin or 奧運會 ?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 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： 臺灣 Tóiwāɑn ‘Tɑiwan （SM Tɑíwān）， 天才 tiāncói ‘genius （SM tiāncái）， 應該 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 ‘according 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 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， 一點兒 yìdiǎr ‘a 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 ?guo. ?Example： 你有沒有去？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 ‘surpass' is often affixed to stative verbs to indicate comparison in place of the standard Mandarin construction with 比 bǐ. Examples： 坐飛機快過坐火車 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）; 這個價錢便宜過去年的 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： 中國人好老實的 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 níshā）.

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 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）; 泰國的時間慢這里一個鐘頭 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）; 學多一點英文 xué duō yìdiǎn Yīngwén ‘learn a little more English （SM duō xué yìdiǎr Yīngwén）; 吃少一點 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 shuōhuà）; 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 hundred and sixty （dollars） （SM yìbǎi liù）; 塊半 kuài bàn ‘a 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 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，香港普通話和標準普通話之間在語音、語法和詞匯的確有一些系統性的差異。修這一門課的學生在上課時首先接觸了相關的背景知識，然后又了解了這些系統性的差異，在此基礎上再通過聆聽相關的錄音，基本上就對香港普通話有了一個大概的了解。

5. 中國臺灣地區的國語

下面再以中國臺灣地區的國語為例對相關錄音略作說明，這是一段自然的對話，整個對話長約25分鐘。教材包括錄音、拼音版、漢字版、注解以及練習，不過后兩項由于篇幅所限，故在這里省略了。以下A指說標準普通話的發言人，而B指說臺灣國語的發言人。請注意，所有非標準的部分一律劃線。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你……現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（大概我忘了！）救生員。

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

噢，救生員，對。對不起。那么……你在學校學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體育的就是……平常蹦蹦跳跳的。大概在教室里的時間比較少。你是不是可以給我們介紹一下究竟你們體育系，在學校里面學的是一些什么東西？

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……體育它只是一個名詞，它包括很多啦。（是。）像……我們……我們要考進來之前，高中的時候我們念的是丙組。（是。）那，我們進來以后我們還要……學運動生理啊、人體解剖啊、還有……哦，普通生物啊，這些都是我們人體喪啊，或者四……機能上……的種種構造。然后……姆，還有運動裁判法、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

本教材的設計使其可用于自學或在課堂上與教師一起使用。為了讓學習者從中獲得最大的收益，建議遵循下面所描述的學習和教學程序。

6.1 學習者課前的準備 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. 現在讀符合于您在步驟 6.1.2 所聽的內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. 現在學習與您在步驟 6.1.2 和 6.1.3 中聽到和閱讀的對話部分相對應的注釋部分。

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. 現在再次聽錄音。記下任何問題，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. 以這種方式完成對話的一個部分后，按照上面的步驟繼續下一個部分。

6.2 在課堂內上課程序 Instructor（in class）

6.2.1 Listen with your students to a ten-to twenty-second segment of the conversation in class. 教員和學習者一起在課堂上聽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. 讓學生輪流讀拼音版或漢字版。他們應該用規范的普通話來說出在拼音版或漢字版本中任何不規范的發音或語法。

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. 問學生是否仍有任何他們所不理解的部分。如果問題是非標準發音或用法，請轉換為標準中文。如果問題更為籠統，請用更簡單的中文解釋，或者作為最后的手段，用學生的母語來解釋。

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. 在學生提出問題之后，教師應該對所討論的部分內容進行深入的質疑。例如：誰對誰說了什么？為什么？他們現在要做什么？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. 請學生用自己的話總結一下在所討論部分中發生的事情。

6.2.6 Now have students turn to the Annotations section and drill the new words and structures with them. 現在請學生翻到注釋部分。學生跟著教員重復每個生詞然后進行操練和問答練習。

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話的一個部分后，按照上面的步驟繼續下一個部分。

7. 結語

在結論中作者想特別強調此課程的目的是培訓學習者的聽力，絕對不鼓勵他們學說不規范的普通話。外籍人士想要徹底了解中國各地受方言影響的普通話，自然要在中國幾個不同的地區居住一段比較長的時間，但從上課的效果和學生的反饋看，本文中所介紹的這種課程應該能為他們將來在聽到各種不規范的普通話時提供一些便利。

顯然，由于目前世界上講華語的人口基數大，分布廣，加上地方文化的影響和教育程度的不同，要求凡講華語者必講標準普通話顯然不可能。鑒于此，聽懂受方言影響的地方普通話對于想達到高水平的學習者來說是十分重要的，這也是為什么美、加等國院校和語言培訓機構多年來重視這一方面訓練的原因。而且了解一個國家方言的背景知識，包括能猜測有某種口音的人來自何處，這些都是高水平學習者應具備的文化知識。雖然要真正精通方言和地方普通話非得在該地區生活相當長的一段時間不可，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學習者的華語教學中有了一席之地，這些學生將來到了講目標語地區后，或許就能在最短的時間內提高溝通能力。

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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.

【責任編輯 蘇 政】