本論文以電磁構音儀 (Electromagnetic Articulography, EMA)為研究工具來探究英語的字首輔音叢的構音行為在英語母語者與第二語言為英語的台灣華語語者 （English as Second Language, ESL）是否有所差別。實驗語料包括位於英語單音節詞字首位置的「塞音-流音」輔音叢 (pl-, pr-, bl-, br-, kl-, kr-, gl-, gr-) 的構音協調時序模式。本研究蒐集了一位英語母語者及四位二語語者的英語塞音-流音輔音叢相關語料以俾比較研究。研究結果顯示，二語語者的英語輔音叢並不會系統性地呈現英語母語語者的C-center效應，而是有相當程度的具有個人特性的構音協調行為。值得指出的是，與一般預期不同的是，本研究的二語語者有沒有C-center效應與其英語習得程度並無明顯的關聯。
本論文研究有助教師對於英語中字首輔音叢在構音層面上的瞭解，應也對相關教學有一定的啟示作用。

In this thesis, we concluded an articulatory study of the temporal organization of onset clusters in English as the Second Language (ESL), using Electromagnetic Articulography (EMA). Specifically, this study compares gestural coordination patterns of Stop-Liquid clusters (e.g., pl-, pr-, bl-, br-, kl-, kr-, gl-, gr-) produced by ESL Mandarin speakers. The results, based on one native English speaker and four ESL Mandarin speakers, surprisingly show that the Stop-Liquid clusters are not produced as if they are often, if not always, repaired by epenthesis in loanword adaptation, especially for ESL speakers. The results of ESL speakers are distinct from the well-established C-center effect. Instead, ESL speakers have their idiosyncratic patterns in producing English onset clusters. Consistent and inconsistent patterns across all dataset in ESL speakers explain whether ESL speakers employ a consistent mechanism in their production of Stop-Liquid clusters. It will be helpful for teachers of English as a second language to better understand how to assist Mandarin Chinese speakers more efficiently in their production of English onset clusters.

ABSTRACT i
摘要 ii
ACKNOWLEDGEMENT iii
LIST OF FIGURES vii
LIST OF TABLES x
1 INTRODUCTION 1
2 BACKGROUND 4
2.1 Syllable Structures 4
2.1.1 Mandarin syllable structure 4
2.1.2. English syllable structure 5
2.2 Production in Second Language Acquisition 9
2.3 Temporal organization 14
2.3.1 Articulatory Coordination 14
2.3.2 The C-center effect and pattern in English syllable onsets 16
2.3.3 Patterns of different languages in syllable onsets 20
3 METHOD 22
3.1 Experimental designs 22
3.1.1 Participants 22
3.1.2 Stimuli 22
3.1.3 Data acquisition 23
3.1.4 Experimental procedures 26
3.2 Measurements 27
3.3 Quantifying temporal patterns 31
3.3.1 Temporal intervals 31
3.3.2 Temporal differences 33
3.3.3 Possible temporal patterns 38
3.3.4 Statistical models 41
4 RESULTS 43
4.1 Temporal patterns 43
4.1.1 [pe ~ le ~ ple] 44
4.1.2 [pe ~ re ~ pre] 48
4.1.3 [pet ~ let ~ plet] 52
4.1.4 [bo ~ lo ~ blo] 56
4.1.5 [be ~ re ~ bre] 60
4.1.6 [ke ~ le ~ kle] 64
4.1.7 [kaɪ ~ raɪ ~ kraɪ] 68
4.1.8 [ge ~ le ~ gle] 72
4.1.9 [ge ~ re ~ gre] 76
4.1.10 [get ~ ret ~ gret] 80
4.1.11 Summary 84
4.2 Epenthesis in consonant clusters: Impressionistic results 95
5 CONCLUSION 97
REFERENCES 100

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