美国汉语学习者身处非汉语环境，有限的课堂学习是其进行汉语实践的主要途径，课堂声调教学质量对于学习者的语音面貌有着重要影响。阳平调的听辨感知一直是美国学习者声调习得中的难点，探究短时高效的阳平调课堂训练方法对于提升学习者阳平调的感知能力、解决语音教学与词汇语法教学“脱节”的问题具有重要意义。本文对美国高中阶段的初级（高中1组）、中级（高中2组）以及大学阶段的初级（大学组）三个组别的汉语学习者进行了课堂声调训练研究。实验以“1+2”、“3+2”、“4+2”和“2+4”四种双音节声调组合词语为训练材料，对比定调联系和区别特征两种训练方法对阳平调听辨感知敏感性的影响，每组被试的每一种训练方法都进行了3轮次训练，为了考察训练效果的长期性，在两周后进行了延迟后测。

      结果发现：（1）训练方法与训练轮次和学习者组别有复杂的交互作用。具体表现为，在定调联系法中，全部三组被试的第三轮训练成绩均优于首轮训练，而且各组别进步幅度无显著差异，但高中1组的训练效果显现较晚，在2、3轮训练之间才开始有训练效应，其他两组在1、2轮训练之间就有进步。在区别特征法中，首轮训练时，三组被试的听辨成绩无显著差异，在后两轮训练中，高中1组的听辨成绩下降，高中2组第二轮训练成绩下降，第三轮训练成绩与首轮训练无显著差异，大学组的训练成绩有显著且平稳的提升；（2）在两种方法的各三轮训练中，学习者对于阳平调在前的“2+4”组合的听辨成绩持续低于其他三个阳平调在后位的声调组合，表明双音节声调组合中阳平在前的听辨难度和训练难度均高于阳平在后；（3）在延迟后测中，高中1组和高中2组的训练效果未得到保持，大学组的训练效果有延迟保持效应。

      上述结果表明，美国学习者的声调感知系统具有动态性和可塑性，不同年龄和不同水平的学习者对于声调训练方法的易感度不同。定调联系法能够适用于各类年龄和各水平的学习者，普适性更高，区别特征法则对初级水平的成人学习者有一定作用。最后，本文根据实验结果为课堂声调训练与词汇教学相结合的教学设计提供了一些参考意见。

     American Chinese learners are in a non-Chinese environment, and limited classroom learning is the main way for them to practice Chinese. The quality of classroom tone teaching has a significant impact on the learner's phonetic appearance. Mandarin Tone2 perception has always been a difficult learning point for American learners. Therefore, it is of great significance to explore the short-term and effective classroom training methods of Tone2 perception, which is not only conducive to improving American learners' perception of Tone2, but also beneficial to solve the problem of disjunction between phonetics and vocabulary teaching. This paper conducts classroom tone training among three groups of American learners: high school learners at elementary and intermediate level and college learners at elementary level. It uses the disyllabic vocabularies of “1+2”, “3+2”, “4+2”, “2+4” four tone combinations as training materials, which aims to compare the effectiveness of two training methods on American learners’ Tone2 perception. Each method for each group was trained three times. In order to investigate the long-term effectiveness of the training, a post-delay test was also conducted two weeks later.

     The results show that: (1) The two training methods have different characteristics. Under the training condition of the “Method of Tone Setting”, the three groups’ training results of Tone2 perception in the last training are all better than that in the first training, and there is no significant difference in the progress of each group. The training effect of the high school learners at elementary level appears later which is between the second and third rounds of training, but the other two groups have made progress between the first and second rounds of training. Under the training condition of the “Method of Distinguishing Features”, there is no significant difference in the Tone2 perception of the three groups in the first training. However, in the later training, the accuracy of Tone2 perception of high school learners at elementary level decreased. The third training result of high school learners at intermediate level was not significantly different from the first training, but the training results of the college leaners at elementary level were significantly and steadily improved. (2) In the three trainings of each method, the accuracy of Tone2 perception in the “2 + 4” combination is lower than that in the other three tone combinations which the Tone2 is in the latter position. It indicates that the perception of Tone2 in the former position of the disyllable tone combination is harder than that in the latter position. (3) In the post-delay test, the training effect of the high school learners could not be maintained, but the training effect of college learners at elementary level could be maintained. 

     The above results show that American learners’ tone perception systems are dynamic and plastic. Learners of different ages and different levels have different susceptibility to tone training methods. The “Method of Tone Setting” can be universally applied to learners of all ages and levels, but the “Method of Distinguish Features” has a certain effect on adult learners at elementary level. In addition, based on the experimental results, some ideas and references for the teaching design combining the classroom tone training with vocabulary teaching are offered.