泰语注音法作为泰国初级汉语教学的“认知支架”被广泛使用，但其对语音习得的影响利 弊并存。本研究以泰国 Nathkarn 夏令营为个案，采用前测-干预-后测的实验设计，结合定量 问卷与基于 Praat 软件的声学语音分析，考察了传统泰语注音对学习者声、韵、调产出的阶段 性反拨效应。研究发现：泰语注音在教学初期（1-2 周）能显著降低发音焦虑并提升流利度， 但在进入“三周临界点”后，其音位近似缺陷会导致发音“化石化”，引发舌面音塞擦化、卷 舌音扁平化及上声（T3）末尾升部截断等系统性偏误。基于此，本文构建了一套具备“负迁移 规避”功能的重构设计方案（音位差异显性化、动态梯度撤离、调型轨迹可视化），实证表明 该方案能有效平衡短期沉浸式教学中的流利度与准确度。
Thai phonetic notation is widely used as a “cognitive scaffold” in elementary Chinese language teaching in Thailand, but its impact on pronunciation acquisition has both advantages and disadvantages. This study, using the Nathkarn summer camp in Thailand as a case study, employed a pre-test-intervention-post-test experimental design, combining quantitative questionnaires with acoustic speech analysis based on Praat software, to examine the phased backwash effect of traditional Thai phonetic notation on learners' pronunciation of sounds, vowels, and tones. The study found that Thai phonetic notation significantly reduced pronunciation anxiety and improved fluency in the early stages of teaching (1-2 weeks), but after reaching the “three-week critical point,” its phonemic similarity defects led to “fossilization” of pronunciation, causing systematic errors such as affrication of palatal consonants, flattening of retroflex consonants, and truncation of the rising part at the end of the third tone (T3). Based on this, this paper constructed a reconstruction design scheme with “negative transfer avoidance” function (explicit phonemic differences, dynamic gradient withdrawal, and visualization of tone trajectory). Empirical results show that this scheme can effectively balance fluency and accuracy in short-term immersive teaching.
