语言运用与教学中“地方普通话”的一席之地

顾百里

[摘 要] 本文介绍一种培训汉语非母语学习者理解不规范普通话能力的听力课程， 举例说明课程的结构和实际操作。该课程首先介绍汉语方言分布的情形幷讨论一些与方言学有关的基本概念， 然后分别介绍比较有代表性的地方普通话，包括山东普通话、四川普通话、上海普通话、香港普通话、台湾国语、新加坡华语等。文中比较各种地方普通话在语音、语法和词汇上与规范普通话的差别，也提供各种地方普通话的实例和听力材料。在结论中，作者强调此课程的目的是培训高年级学习者的听力，绝对不鼓励他们学说不规范的普通话。外籍人士想要彻底地了解中国各地受方言影响的普通话，自然要在相关地区居住一段时间，但作者从上课的效果和学生的反馈中发现，这种课程应该能使他们更清楚地了解华语运用的实际情况，为他们听懂各种不规范的普通话做一些准备，从而帮助他们更好地在實际生活中与华人沟通。

[中图分类号]H102;H11;H195  [文献标识码]A  [文章编号]1674-8174（2019）01-0032-10

1. 前言

无论他们学过多长时间的汉语，刚到香港、广州、上海、福州、台北等地的外国留学生可能会听不太懂当地人的普通话。这是为什么呢？是因为这些地区的居民生活用语并非普通话，即使他们能说普通话，他们在发音、语法和词汇上也很容易受到方言的影响。我还记得，1971年我第一次到台北时，虽然我在美国已跟两位北京籍的老师学过两年的普通话，而且台北人大致听得懂我讲的话，但他们讲的话我可听不太懂。比方说，我问价钱的时候，卖方回答说某一货品要“四四四块”（四十四块），我根本不知道他在说什么！

大多数语言不仅具有一种或多种标准形式，而且还有一些方言或受方言影响的非标准语言变体。可惜这些变体很少在教学上受到关注，虽然事实上可能有无数母语者在日常生活上使用。受过教育的母语者通常会理解这些带方音的语言的大意。例如，受过良好教育的美国人能理解波士顿、德州、英国、澳洲的英语方言和次方言。同样地，受过良好教育的中国人会理解上海人讲的普通话、香港人讲的普通话、台湾人讲的国语、新加坡人讲的华语等等。

2. 跨部门语言圆桌（ILR）量表对理解方言的要求

如果受过良好教育的母语者能够理解受方言影响的普通话，那么似乎学习汉语的外国学习者如果想达到高水平的话，也应该可以达到一样或差不多一样的程度。美国和加拿大政府的跨部门语言圆桌（Interagency Language Roundtable， 简称 ILR）在他们编的语言能力量表中曾谈及这方面的问题。请看以下对各种语言水平的定义和解释（斜体字为作者所添加）：

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. 能听懂标准语中所有的要点……如果说得很快或使用一些俚语或方言，就听不懂。

Speaking 3：In face-to-face conversation with natives speaking the standard dialect at a normal rate of speech，comprehension is quite complete. 在与以正常语速讲标准语的当地人面对面交谈时，理解是相当完整的。

Listening 3+： Increased ability to understand native speakers talking quickly， using non-standard dialect or slang; however， comprehension not complete. 听懂用非标准方言或俚语快速说话的母语者的能力增强;但是，理解还不完整。

Listening 4：Able to understand the essentials of speech in some non-standard dialects. Has difficulty in understanding extreme dialect. 能够理解一些非标准方言的要点，但仍然无法理解极其极端的方言。

Speaking 4： Can understand native speakers of the standard and other major dialects in essentially any face-to-face interaction. 基本上在任何面对面的交流中能听懂标准语和其他主要方言的母语者。

Listening 4+：Increased ability to comprehend native speakers using extreme non-standard dialects. 听懂使用极端非标准方言的母语者的能力增强。

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. 能够完全理解受过良好教育的母语者能理解的所有语言形式和风格，包括一些地区性和没有文字的方言。

由以上可见，在 ILR 的描述中，从 3+ 级开始要求学习者对方言或受过方言影响的语言有一定的理解能力;到了 4 级和 4+ 级，要能理解几乎所有的语言形式。换句话说，学习者的程度越高，他越能听懂这些不标准的受过方言影响的话。

3. 一种提高汉语非母语学习者对“地方普通话”理解能力的听力课程

过去，对受方言影响的非标准语的培训并不多见。这可能有许多不同的原因，包括对非母语者理解方言的重要性和困难认识不足，还有的老师认为方言理解力根本不能教，只能由学生自己在讲华语的社会中“自然”学会。毫无疑问，一些普通话教师对让学生接触方言持保留态度，认为是“不正确的”语言，不利于学习者的口语能力的发展。本文认为对于以ILR 4 级为目标的学习者来说，理解受方言影响的“地方普通话”的能力非常重要。虽然培养这种能力对于非母语学习者来说是困难而耗时的，但这种能力是可以教的而且也是应该教的。

由于以上各种原因，笔者所在院校设置了一种培训汉语非母语学习者对地方普通话的听力课程，并且为这种课程编纂了所需要的教材。本文详细介绍这一课程的运作，限于篇幅，文中仅以香港普通话为例，系统地分析地方普通话与标准普通话（Standard Mandarin，下文以SM表示）之间的关系，其他各种地方普通话在课程中都作同样的处理。可以把这一思路和实践看成是“大华语”（陆俭明， 2017）理念在课堂上的落实。教材的第一节介绍汉语方言分布的情形并且讨论一些与方言学有关的基本概念，例如，何为语言？何为方言？何为次方言？汉语各方言之间的差别大致如何？第一节也讨论两类不太一样的非标准普通话，即：（1）非普通话的官话方言（如天津话）和（2）受过方言影响的普通话（如一般香港人所说的那种普通话）。另外第一节也略讨论汉语方言字的问题。

该教材从第二节到第十节，每一节介绍一种地方普通话，包括山东普通话、四川普通话、上海普通话、长沙普通话、广州普通话、香港普通话、福州普通话、厦门普通话、台北的国语、新加坡的华语等。教材中先介绍这种方言或地方普通话的背景，然后分析并且比较每种地方普通话在语音、语法和词汇上与规范普通话的差别。为每种地方普通话也提供实例，包括约一小时的录音、录音的拼音版、录音的汉字版、相当详尽的注解以及一些听力练习。以下举例说明。①

4. 香港普通话 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.

廣东话是七种主要汉语方言中之一，使用人口在方言中居第二位。香港、广东省中部和西南部和广西省东南部一共有七千多万人说这种方言为他们的母语。此外，在越南、马来西亚、印度尼西亚、新加坡、美国、英国和澳大利亚的海外华人中也有不少广东话的母语者。广东话包括许多次方言，其中在海外比较常见的是台山方言，传统上这是大多数华裔美国人的母语，今天仍然可以在美国的唐人街听到。广州话通常被视为最标准的粤语。香港粤语与广州粤语基本相似，只是香港粤语少了一个声调，还有在词汇上的一些差异（例如，香港粤语中有更多的英语外来词）。

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. 鸡 gāi ‘chicken; a distinction between finals-ung and -ong， as in 懂 dúng ‘understand vs. 党 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”.

粤语方言保留了古汉语的许多特征。如果今天有人用粤语读唐诗，那么许多在普通话中已不押韵的音节仍然押韵。现代标准广东话的特点包括六到七个声调;长音、短音之间的区别，如“街”gāɑi /“鸡” gāi ;韵母 -ung / -ong 之间的区别，如“懂”dúng /“党”dóng;圆唇音 -eui，如“去”heui;声母 ng- 如“我”ngóh;ng 和 m 作为独立的音节;尾音 -m/-p/-t/-k;还有许多普通话所没有的语尾词，对于一个不熟悉广东话的人来说，往往会觉得讲粤语的人听起来好像在唱歌。

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.

至于粤语和普通话之间的关系，以前从未听过广东话的北京人只能理解一些孤立的单词。实际上，广东话对他来说等于是另一种语言。从对比语言学的角度来看，我们可以说汉语方言在发音上的差异最大，词汇上的差异次之，而语法上的差异最少。但是，这并不意味着语法上没有显著的差异。

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.

以下讨论香港普通话和规范普通话在发音、语法和词汇方面最常见的差异。应该强调的是，我们并不鼓励学习者在自己的语言中使用这些不规范的用法。学生应该坚持使用从老师那里学到的标准普通话。但是，重要的是，任何想达到高水平汉语的学生都应该能够理解在这里所呈现的这种中文。

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”.）

当然，由于年龄、教育水平以及语言能力等因素，每个人的普通话水平会有所不同。尽管如此，大多数在粤语地区长大的中国人会在他们的普通话中展示下面所列出的一些特征。（以下 SM 指“标准普通话”。）

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， 一个字 yíge zì ‘a characteris pronounced like 一个鸡 yíge jī ‘a chicken， 四千 sìqiān ‘four thousand sounds like 细铅 xìqiān ‘fine lead， and 她不是我的老师 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）， 之间 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： 那边 làbiān ‘there （SM nàbiān）， 难 lán ‘difficult （SM nán）， 脑子 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：  会不会 wèi búwèi ‘can or cannot （SM huì buhui）， 黄小姐 Wáng Xiáojie ‘Ms. Huang （SM Huáng Xiáojie）， 坏 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），一万 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 奧运会 ?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）， 参观 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： 离开 léikāɑi ‘leave （SM líkāi）， 皮包 péibāɑo ‘handbag （SM píbāo）， 比较 béigɑɑo ‘comparatively （SM bǐjiào）. Examples of  ?i being pronounced as ?ɑi： 低 dāi ‘low （SM dī）， 洗 sái‘wash （SM xǐ）， 礼拜 láɑibɑɑi ‘week （SM lǐbài）.

Standard Mandarin final ?e， when occurring after g?/k?/h?， is sometimes pronounced as ?o in Cantonese Mandarin. Examples： 一个 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）， 进步 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： 猪 jū ‘pig （SM zhū）， 处置 qǔjì ‘settle （SM chǔzhì）， 书 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）， 报纸 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： 臺湾 Tóiwāɑn ‘Tɑiwan （SM Tɑíwān）， 天才 tiāncói ‘genius （SM tiāncái）， 应该 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： 这一条 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）， 猪肝 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）， 一块糖 yíkuài tóng ‘a piece of candy' （SM yíkuài táng）， 讲 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 儿子 érzi ‘son， 画儿 huàr ‘painting， 一点儿 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 入声 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 过 ?guo.  Example： 你有没有去？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？）;  喜不喜欢？Xǐ bù xǐhuān？ ‘Do you like it？（Xǐhuan bù xǐhuan？）.

4.3.3 In constructions with the verb 给 gěi ‘to give， the normal Mandarin order of indirect object before direct object may be reversed.  Examples：  给一点钱我 Gěi yìdiǎn qián wǒ ‘Give me some money （SM Gěi wǒ yìdiǎn qián）; 她可以给我的地址你了 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： 坐飞机快过坐火车 Zuò fēiji kuàiguò zuò huǒchē ‘Taking a plane is faster than taking the train （SM Zuò fēiji bǐ zuò huǒchē kuài）; 我们的佛庙不可以高过他们的回教堂 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）; 这个价钱便宜过去年的 Zhèige jiàqián piányiguò qùniánde ‘This price is cheaper than last year's （SM Zhèige jiàqián bǐ qùnniánde piányi）; 她去好过你去 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： 中国人好老实的 Zhōngguó rén hǎo lǎoshíde ‘Chinese people are very honest （SM Zhōngguo rén hěn lǎoshí）; 这种事情不能急的Zhèizhǒng shìqíng bù néng jíde ‘One mustn't get excited about this kind of thing （SM Zhèizhǒng shìqing bù néng jí）; 那种菜你洗它，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： 我不出得来 Wǒ bù chūdelái ‘I cant get out （SM Wǒ chūbulái）; 我不吃得饱 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： 你听不听得见？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： 那个地方近陈先生家 Nèige dìfāng jìn Chén Xiānshēng jiā ‘That place is close to Mr. Chen's home （SM Nèige dìfang lí Chén Xiānsheng jiā hěn jìn）; 泰国的时间慢这里一个钟头 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： 买多一本 mǎi duō yìběn ‘buy another （book） （SM duō mǎi yìběn）; 学多一点英文 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： 你们下车先 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）; 讲话大大声 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）; 块半 kuài bàn ‘a dollar and a half （SM yíkuài bàn）.

4.3.13 The noun suffix 子 ?zi is sometimes omitted. Examples： 一条裤 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  词汇 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.

综上所述，香港普通话和标准普通话之间在语音、语法和词汇的确有一些系统性的差异。修这一门课的学生在上课时首先接触了相关的背景知识，然后又了解了这些系统性的差异，在此基础上再通过聆听相關的录音，基本上就对香港普通话有了一个大概的了解。

5. 中国台湾地区的国语

下面再以中国台湾地区的国语为例对相关录音略作说明，这是一段自然的对话，整个对话长约25分钟。教材包括录音、拼音版、汉字版、注解以及练习，不过后两项由于篇幅所限，故在这里省略了。以下A指说标准普通话的发言人，而B指说台湾国语的发言人。请注意，所有非标准的部分一律划线。①

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

那么，你刚刚忘了告诉我就是说你……现在做的是什么样子的工作？

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

姆，我好像有跟你讲，我（哈哈哈。）在当（大概我忘了！）救生员。

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

噢，救生员，对。对不起。那么……你在学校学的也是体育这方面的，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，在我们一般人的印象里面好像学体育的就是……平常蹦蹦跳跳的。大概在教室里的时间比较少。你是不是可以给我们介绍一下究竟你们体育系，在学校里面学的是一些什么东西？

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。体育……我想……体育它只是一个名词，它包括很多啦。（是。）像……我们……我们要考进来之前，高中的时候我们念的是丙组。（是。）那，我们进来以后我们还要……学运动生理啊、人体解剖啊、还有……哦，普通生物啊，这些都是我们人体丧啊，或者四……机能上……的种种构造。然后……姆，还有运动裁判法、排球、足球、垒球、棒球，你想得到的球类。

6. 如何使用此教材 Recommended Study Procedures

本教材的设计使其可用于自学或在课堂上与教师一起使用。為了让学习者从中获得最大的收益，建议遵循下面所描述的学习和教学程序。

6.1 学习者课前的准备 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. 首先完整地听取对话的录音，而不要参考拼音版、汉字版或注释。尝试尽可能了解其大意。

6.1.2  Next listen to a ten-to twenty-second segment of the recording. 接下来听10～20秒的录音。

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. 现在读符合于您在步骤 6.1.2 所听的内容的拼音版或汉字版。读完后，再次播放录音。

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. 现在学习与您在步骤 6.1.2 和 6.1.3 中听到和阅读的对话部分相对应的注释部分。

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. 现在再次听录音。记下任何问题，以便在课堂上讨论。

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. 以这种方式完成对话的一个部分后，按照上面的步骤继续下一个部分。

6.2 在课堂内上课程序 Instructor（in class）

6.2.1 Listen with your students to a ten-to twenty-second segment of the conversation in class. 教员和学习者一起在课堂上听10～20秒的谈话。

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. 让学生轮流读拼音版或汉字版。他们应该用规范的普通话来说出在拼音版或汉字版本中任何不规范的发音或语法。

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. 问学生是否仍有任何他们所不理解的部分。如果问题是非标准发音或用法，请转换为标准中文。如果问题更为笼统，请用更简单的中文解释，或者作为最后的手段，用学生的母语来解释。

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. 在学生提出问题之后，教师应该对所讨论的部分内容进行深入的质疑。例如：谁对谁说了什么？为什么？他们现在要做什么？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. 请学生用自己的话总结一下在所讨论部分中发生的事情。

6.2.6 Now have students turn to the Annotations section and drill the new words and structures with them. 現在请学生翻到注释部分。学生跟着教员重复每个生词然后进行操练和问答练习。

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. 以这种方式完成了对话的一个部分后，按照上面的步骤继续下一个部分。

7. 结语

在结论中作者想特别强调此课程的目的是培训学习者的听力，绝对不鼓励他们学说不规范的普通话。外籍人士想要彻底了解中国各地受方言影响的普通话，自然要在中国几个不同的地区居住一段比较长的时间，但从上课的效果和学生的反馈看，本文中所介绍的这种课程应该能为他们将来在听到各种不规范的普通话时提供一些便利。

显然，由于目前世界上讲华语的人口基数大，分布广，加上地方文化的影响和教育程度的不同，要求凡讲华语者必讲标准普通话显然不可能。鉴于此，听懂受方言影响的地方普通话对于想达到高水平的学习者来说是十分重要的，这也是为什么美、加等国院校和语言培训机构多年来重视这一方面训练的原因。而且了解一个国家方言的背景知识，包括能猜测有某种口音的人来自何处，这些都是高水平学习者应具备的文化知识。虽然要真正精通方言和地方普通话非得在该地区生活相当长的一段时间不可，但正如我们以上所见，有许多策略和方法可以在课堂上教授，地方普通话在非母语学习者的华语教学中有了一席之地，这些学生将来到了讲目标语地区后，或许就能在最短的时间内提高沟通能力。

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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.

【責任编辑 苏 政】