语音感知与产出的研究是语音习得研究中的热点。汉语塞擦音、擦音是泰国学习者汉语语音学习的难点。为解决泰国学习者的这一学习难点，本研究将实验室语音感知训练方法引入汉语二语课堂教学，考察语音感知训练方法在实际教学中的效果。具体而言，考察视听语音训练与单纯听觉语音训练的教学效果。研究选取62名泰国零起点汉语学习者进行语音训练，测量包括感知和产出两个方面，包括五个测量任务：拼音听写、语音范畴归类、语音范畴区分、语音相似度评定、拼音朗读任务。设立实验组（32人），接受视听语音训练；控制组（30人），接受单纯听觉语音训练。采用2（训练方式：视听语音训练、单纯听觉语音训练）×4（测试类型：前测、中测、后测、延时后测）两因素混合实验设计。

结果发现：（1）语音训练能提升零起点学习者第二语言语音范畴的感知与产出能力，总体上，两种训练方法都对泰国零起点学习者汉语塞擦音、擦音的学习具有显著提升作用；（2）对比两种训练方法，视听语音训练的教学效果在拼音听写、拼音朗读两个任务上显著优于单纯听觉语音训练；（3）经过一段时间的语音训练，两组学习者都对汉语辅音x的范畴归类发生了转化，由双范畴转为单范畴；（4）视听语音训练对多个辅音的感知能力影响显著，而单纯听觉语音训练则对特定辅音的感知有提升作用；（5）语音训练对学习者的语音范畴区分能力的影响具有延后性，视听语音训练组与单纯听觉语音训练组前测与后测成绩差异不显著，但后测与延时后测的语音范畴区分成绩均存在显著差异，延时后测中视听语音训练组的区分成绩显著高于单纯听觉语音组。

上述结果表明，目标明确、专门集中的语音训练能够在实际教学中有效提高二语学习者难点语音的发音面貌，结合多感觉通道的视听语音训练法教学效果优于单纯听觉语音训练。

The study of speech perception and output is a hot topic in speech acquisition research. Chinese fricatives and affricatives are the difficulties in Chinese phonological learning for Thai learners. In order to solve this learning difficulty for Thai learners, this study introduces a laboratory speech perception training method into second language Chinese classroom teaching, and examines the effects of the speech perception training method in actual teaching. Specifically, the teaching effects of visual-auditory phonological training versus purely auditory phonological training were examined. In the study, 62 Thai zero-start Chinese learners were selected for phonological training. Measurements included both perception and output, including five measurement tasks: pinyin dictation, phonological category categorization, category differentiation, phonological similarity assessment, and pinyin reading task. An experimental group (32 participants) was set up to receive visual-auditory phonological training, and a control group (30 participants) was set up to receive purely auditory phonological training. A two-factor mixed experimental design of 2 (training mode: visual-auditory phonological training, auditory phonological training alone) × 4 (test type: pre-test, mid-test, post-test, delayed post-test) was used to explore the teaching effects.

The results revealed that: (1) phonological training could improve the perception and output of second language phonological categories of zero-start learners, and in general, both training methods had a significant effect on the learning of Chinese velar fricatives and fricatives by Thai zero-start learners; (2) when comparing the two training methods, the teaching effect of audio-visual phonological training was significantly better than that of purely aural phonological training in the tasks of pinyin dictation and pinyin reading aloud (3) After a period of phonological training, the category categorization of the Chinese consonant x was transformed from a double category to a single category in both groups; (4) Audio-visual phonological training has a significant effect on the perception of multiple consonants, whereas purely auditory phonological training enhances the perception of specific consonants; (5) The effect of phonological training on the phonological category differentiation of the learners has a delayed effect, and the effect of audio-visual phonological training is significantly better than purely auditory phonological training in the Pinyin dictation and Pinyin reading tasks; (6) The effect of phonological training on the phonological category differentiation of learners is delayed. The difference between the pre-test and post-test scores of the audio-visual speech training group and the purely auditory speech training group is not significant, but there is a significant difference in the phonological category differentiation scores between the post-test and the delayed post-test, and the differentiation scores of the audio-visual speech training group in the delayed post-test are significantly higher than those of the purely auditory speech group.

The above results show that the clearly targeted and specialized phonological training can effectively improve the pronunciation of difficult speech sounds of second language learners in actual teaching, and the teaching effect of the audio-visual phonological training method combined with multi-sensory channels is better than that of the auditory phonological training alone.