Orthographic effects on the perception and production of L2 mandarin tones

Mok, Peggy; Lee, Albert; Li, Joanne Jingwen; Xu, Runzhang

doi:10.1016/j.specom.2018.05.002

Cited by 11 publications

(20 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the end of the computerized lesson, participants were again reminded that the pitch or tone of the syllable is important for symbol learning. During the passive listening and shadowing phases of the training, the word's visual tone contour (following Liu et al., ), Pinyin with tone diacritics (following Mok et al., ; Showalter & Hayes–Harb, ), and nonce symbol were all simultaneously shown on screen while the audio was presented over headphones. Figure shows an example of fe2 with its nonce symbol on the right, the tone's rising F0 contour, and the word's syllable–tone written in Pinyin romanization on the left.…”

Section: Methodsmentioning

confidence: 99%

“…Productions of Tone 1 and Tone 4 may be produced more accurately than productions of Tone 2 and Tone 3 given that the former tones are typically acquired before the latter tones (e.g., Yang, ) and that L1 English speakers are initially more sensitive to tone height than tone contour (e.g., Huang & Johnson, ). Learners explicitly trained on tone contours may also show greater accuracy on Tone 2 and Tone 3 productions than learners not explicitly trained given that these perceptually similar tones may benefit the most from visual cues (e.g., Mok et al., ).…”

Section: The Present Studymentioning

confidence: 99%

“…The present study advances previous L2 Mandarin speech production research in two ways. First, we acknowledge that evidence is dependent upon a list of learner and experimental conditions, including learners' individual aptitude, language background, experimental paradigms, training and testing materials, instructional techniques, use of feedback, and learning contexts, among other variables (e.g., Chang & Bowles, 2015;Faretta-Stutenberg & Morgan-Short, 2018;Hao & de Jong, 2016;Ke, 1998;Kingston, 2003;Kissling, 2013;Mok et al, 2018;Piske, MacKay, & Flege, 2001;Wiener, 2020). For example, Perrachione et al (2011) demonstrated that for L1 English speakers learning to categorize L2 Mandarin tones, HVPT (i.e., speech from four talkers) facilitated tone learning but only for those participants with strong pitch perception abilities.…”

Section: The Present Studymentioning

confidence: 99%

“…Learners explicitly trained on tone contours may also show greater accuracy on Tone 2 and Tone 3 productions than learners not explicitly trained given that these perceptually similar tones may benefit the most from visual cues (e.g., Mok et al, 2018).…”

Section: The Present Studymentioning

confidence: 99%

See 3 more Smart Citations

Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions?

Wiener

Chan

Ito

2020

The Modern Language Journal

View full text Add to dashboard Cite

This study examines the putative benefits of explicit phonetic instruction, high variability phonetic training, and their effects on adult nonnative speakers’ Mandarin tone productions. Monolingual first language (L1) English speakers (n = 80), intermediate second language (L2) Mandarin learners (n = 40), and L1 Mandarin speakers (n = 40) took part in a multiday Mandarin‐like artificial language learning task. Participants were asked to repeat a syllable–tone combination immediately after hearing it. Half of all participants were exposed to speech from 1 talker (low variability) while the other half heard speech from 4 talkers (high variability). Half of the L1 English participants were given daily explicit instruction on Mandarin tone contours, while the other half were not. Tone accuracy was measured by L1 Mandarin raters (n = 104) who classified productions according to their perceived tonal category. Explicit instruction of tone contours facilitated L1 English participants’ production of rising and falling tone contours. High variability input alone had no main effect on participants’ productions but interacted with explicit instruction to improve participants’ productions of high‐level tone contours. These results motivate an L2 tone production training approach that consists of explicit tone instruction followed by gradual exposure to more variable speech.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions?

Wiener

Chan

Ito

2020

The Modern Language Journal

View full text Add to dashboard Cite

show abstract

“…In particular, the form of 'hearing' has a similar spelling to 'heard' at the beginning but having different pronunciation. Another illustration is Dutch learners who are fierce in differing the sounds /ae/ and /ɛ/ (Ki Mok, Lee, Jingwen, & Bo Xu, 2018). Likewise, neighborhood frequency apparently plays a notable role in visual word recognition and reading, as suggested by Grainger et al (1992 as cited in Perea & Rosa, 2000).…”

Section: Effects Of Orthography On L2 Phonologymentioning

confidence: 95%

The Influence of L1 Phonological and Orthographic System in L2 Pronunciation: a Study of Brebes Javanese Learners of English

Dewi¹,

Utami²,

Hasanah³

2019

Proceedings of the Fifth Prasasti International Seminar on Linguistics (PRASASTI 2019)

View full text Add to dashboard Cite

The First Language (L1) interference is one of the influential factors that may cause acquisition problems of Second Language (L2) learners. This study was conducted considering L1 may influence L2 spelling acquisition. It was aimed to investigate the influence of Brebes Javanese phonological and orthographic system towards students' spelling of English words. The research questions were (1) how do Brebes Javanese L1 learners of English spell English words which contain phonemes that do not exist in Brebes Javanese dialect? And (2) what are the spelling errors of Brebes Javanese L1 learners of English when spelling English words containing non-existent phonemes in Brebes Javanese dialect? The subjects were 12 students of grade 12 in SMA N 1 Brebes, Central Java, Indonesia. Moreover, the data were gathered from the students' spelling in reading aloud an English text twice and some isolated words once, while other supporting data were collected through questionnaires, recordings, observations, and interviews. The main result revealed that the students tend to misspell the English words which contain non-existent phoneme, and they replace with similar sounds in their L1. In addition, majority of students misspelled the sounds:

show abstract

“Repeat After Me”: Is There a Better Way to Correct Tone Errors in Teaching Mandarin Chinese as a Second Language?

Meng

2021

The Acquisition of Chinese as a Second Language Pronunciation

View full text Add to dashboard Cite

Orthographic effects on the perception and production of L2 mandarin tones

Cited by 11 publications

References 21 publications

Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions?

Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions?

The Influence of L1 Phonological and Orthographic System in L2 Pronunciation: a Study of Brebes Javanese Learners of English

“Repeat After Me”: Is There a Better Way to Correct Tone Errors in Teaching Mandarin Chinese as a Second Language?

Contact Info

Product

Resources

About