Examining the auditory approach: Lexical effects in the perceptual judgment of Chinese L2 tone production

2017 ◽  
Vol 6 (2) ◽  
pp. 225-250
Author(s):  
Yan Jiang
Keyword(s):  
Perceptual Judgment ◽  
Future Research ◽  
Lexical Knowledge ◽  
Tone Production ◽  
Visual Presence ◽  
Lexical Effects ◽  
Disyllabic Word ◽  
Disyllabic Words ◽  
Tonal Perception ◽  
Mandarin Tones

AbstractAuditory perception is generally used by raters who are asked to evaluate the accuracy of tone production by non-native speakers (hereafter NNSs) who are learning Mandarin Chinese. However, its validity needs to be examined as the native speaking (hereafter NS) listeners’ lexical knowledge (i.e., knowing the possible combination of syllables and tones) may affect their judgments in different listening contexts. This lexical effect has been reported at the segmental level in non-tonal languages (McClelland et al. 2006; Norris et al. 2000). The present study extends to the suprasegmental dimension and compares NS listeners’ judgment on NNSs’ tonal performance of high frequency disyllabic word covering Mandarin disyllabic tonal combination in three lexical contexts, namely (1) hearing pairs of humming tones (syllables removed via Praat); (2) hearing disyllabic words (syllables + tones); (3) hearing disyllabic words + seeing target pinyin orthography. Statistical analyses revealed a significant effect of lexical contexts on the perceived tone accuracy, which increased when auditory and visual lexical cues were available, as in Conditions 2 and 3. Acoustic analyses further revealed the nature of the two lexical effects. Hearing words had a positive effect on the precision of the NSs’ tonal perception compared to hearing tones only. However, the visual presence of pinyin misled NSs to compensate for learners’ tone production deficiencies. The findings have implications for future research involving the rating of tones using auditory approach and also shed light on the teaching of Mandarin tones to NNSs.

Identification of Mandarin coarticulated tones by inexperienced and experienced English learners of Mandarin

2013 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Yunjuan He ◽  
Ratree Wayland
Keyword(s):  
English Learners ◽  
Native English Speakers ◽  
English Speakers ◽  
Lexical Tones ◽  
Disyllabic Words ◽  
Tonal Perception ◽  
Mandarin Tones ◽  
Tonal Context ◽  
Syllable Position

AbstractTwo groups of native English speakers, relatively inexperienced (N = 14) with 3 months of Mandarin study and relatively more experienced (N = 14) with 12 months of study, were asked to identify coarticulated Mandarin lexical tones in disyllabic words. The results show that 1) the experienced learners were better at identifying Mandarin tones than the inexperienced learners, 2) Tones in coarticulation were more difficult to identify than tones in isolation, 3) tonal context and syllable position affected tonal perception, and 4) experienced learners committed fewer tonal direction errors than inexperienced learners. However, experienced learners still made a considerable amount of tonal height errors.

scholarly journals The Relative Weight of Temporal Envelope Cues in Different Frequency Regions for Mandarin Disyllabic Word Recognition

2021 ◽  
Vol 15 ◽  
Author(s):  
Zhong Zheng ◽  
Keyi Li ◽  
Yang Guo ◽  
Xinrong Wang ◽  
Lili Xiao ◽  
...  
Keyword(s):  
Word Recognition ◽  
Relative Weight ◽  
Frequency Region ◽  
Frequency Spectra ◽  
Temporal Envelope ◽  
Hearing Devices ◽  
Disyllabic Word ◽  
Disyllabic Words ◽  
Continuous Frequency ◽  
Speech Information

ObjectivesAcoustic temporal envelope (E) cues containing speech information are distributed across all frequency spectra. To provide a theoretical basis for the signal coding of hearing devices, we examined the relative weight of E cues in different frequency regions for Mandarin disyllabic word recognition in quiet.DesignE cues were extracted from 30 continuous frequency bands within the range of 80 to 7,562 Hz using Hilbert decomposition and assigned to five frequency regions from low to high. Disyllabic word recognition of 20 normal-hearing participants were obtained using the E cues available in two, three, or four frequency regions. The relative weights of the five frequency regions were calculated using least-squares approach.ResultsParticipants correctly identified 3.13–38.13%, 27.50–83.13%, or 75.00–93.13% of words when presented with two, three, or four frequency regions, respectively. Increasing the number of frequency region combinations improved recognition scores and decreased the magnitude of the differences in scores between combinations. This suggested a synergistic effect among E cues from different frequency regions. The mean weights of E cues of frequency regions 1–5 were 0.31, 0.19, 0.26, 0.22, and 0.02, respectively.ConclusionFor Mandarin disyllabic words, E cues of frequency regions 1 (80–502 Hz) and 3 (1,022–1,913 Hz) contributed more to word recognition than other regions, while frequency region 5 (3,856–7,562) contributed little.

Going beyond F0: The acquisition of Mandarin tones

2020 ◽  
pp. 1-12
Author(s):  
Nari RHEE ◽  
Aoju CHEN ◽  
Jianjing KUANG
Keyword(s):  
Computational Modelling ◽  
Spontaneous Speech ◽  
Speech Corpus ◽  
Present Evidence ◽  
Tone Production ◽  
Adult Level ◽  
Spectral Cues ◽  
The Difference ◽  
Mandarin Tones ◽  
Mandarin Tone

Abstract Using a semi-spontaneous speech corpus, we present evidence from computational modelling of tonal productions from Mandarin-speaking children (4- to 11-years old) and adults, showing that children exceed the adult-level tonal distinction at the age of 7 to 8 years using F0 cues, but do not reach the high adult-level distinction using spectral cues even at the age of 10 to 11 years. The difference in the developmental curves of F0 and spectral cues suggests that, in Mandarin tone production, secondary cues continue to develop even after the mastery of primary cues.

Teacher Presence in Online Discussions

2020 ◽  
pp. 263-282
Author(s):  
Chryssa Themelis
Keyword(s):  
Social Presence ◽  
Teaching And Learning ◽  
Online Discussions ◽  
Drop Out ◽  
Future Research ◽  
Instructional Designers ◽  
Factors Affecting ◽  
Visual Presence ◽  
Teacher Presence ◽  
Art Research

The theory of tele-proximity is an expansion of the community of inquiry model (teacher, cognitive, and social presence) that embraces videoconferencing for distance education courses. It addresses the problem of distance, high drop-out rates and campus alienation in e-learning courses, and re-examined presences. The focus of the study is to investigate the ways visual presence affects identity online. The methodology is a literature review that could help the author to keep up with state-of-the-art research, as well as to evaluate the collective evidence. The chapter aims to reflect on the tele-teacher presence, and re-frame the role, controversies, and opportunities for educators teaching online. The revised tele-teacher framework could indicate the factors affecting presence online and inform educators, instructional designers, and policymakers about the implications for teaching and learning. Future research directions and recommendations will be also discussed.

Ada Aksara di Antara Angka dan Bulatan Itu: Sakala Dihyang dan Upaya Penafsirannya

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Abimardha Kurniawan
Keyword(s):  
Disyllabic Word ◽  
Disyllabic Words ◽  
Interpretation Process ◽  
Specific Number

Sakala Dihyang is a kind of chronogram that considered as puzzle in the Merapi-Merbabu manuscript collection. This article purposes to discuss the issue about how to interpret this kinds, especially through the list of the numbers, alphabets, and circles combination that found in the manuscript 6 L 107 (folio 25r) and ms. 14 L 290 (folio 16v). The amalgamation of numbers and circles in sakala dihyang constructs the series of—preciselly four—disyllabic words, arranged in aṅkānāṃ vāmato gatiḥ principles, the writing moves from right to left, and every disyllabic words represents a specific number. Sakala Dihyangis similar to sakala milir (in Javanese: sěngkalan lamba), a kind of chronogram used bhūtasaṃkhya system, but it uses the implicit expression. The interpretation to sakal dihyang can assisted by other chorongram (mělok, milir, dan koci)  that are used in the same discourse simultaneouslly. The kakawin contains the list of words used in chronogram, i.e. Candrabhūmi, is also functioned in the interpretation process. The arranging pattern of disyllabic word structureused in sakala dihyang is also become obstruction in its interpretation process—especially when it compares to Candrabhūmi. Because of disyllabic structure is the necessity in sakala dihyang composition, conversely the words in candrabhūmi list do not always shave disyllabic structure, and so its modification pattern is also discussed in this article.

A Corpus-based Study of Vocabulary in the New Concept English Textbook Series

RELC Journal ◽  
2020 ◽  
pp. 003368822096416
Author(s):  
Lu Yang ◽  
Averil Coxhead
Keyword(s):  
Language Learners ◽  
Low Frequency ◽  
Future Research ◽  
Lexical Knowledge ◽  
Word Families ◽  
Textbook Series ◽  
Large Numbers ◽  
Opportunities For Learning ◽  
Low Levels ◽  
Cram Schools

Growing a large vocabulary is one of the most important tasks of language learners and yet research reports on low levels of lexical knowledge for English as a foreign language (EFL) learners. In EFL contexts, textbooks are a vital source of exposure to English and the words that are worth learning. The New Concept English textbook series is widely used in China by large numbers of learners in secondary schools and cram schools, and in preparation for university studies. This study finds that while learners will encounter mostly high-frequency vocabulary in these books, they will need to know between 3000 and 6000 word families to cope with these texts, and Book 4 requires 1000 more word families than Book 3. Science-related texts in the books contribute to the vocabulary load because they contain a large proportion of low-frequency words used only once and have a higher vocabulary load than humanities texts. There are opportunities for learning mid-frequency vocabulary in these textbooks. Limitations of current research and suggestions for future research are also presented.

What word-level knowledge can adult learners acquire after minimal exposure to a new language?

2012 ◽  
Vol 50 (4) ◽  
pp. 239-276 ◽  
Author(s):  
Marianne Gullberg ◽  
Leah Roberts ◽  
Christine Dimroth
Keyword(s):  
Adult Learners ◽  
Recognition Task ◽  
Matching Task ◽  
Continuous Speech ◽  
Lexical Knowledge ◽  
Sound System ◽  
Learning Capacity ◽  
Word Level ◽  
Starting Point ◽  
Disyllabic Words

Abstract Discussions about the adult L2 learning capacity often take as their starting point stages where considerable L2 knowledge has already been accumulated. This paper probes the absolute earliest stages of learning and investigates what lexical knowledge adult learners can extract from complex, continuous speech in an unknown language after minimal exposure and without any help. Dutch participants were exposed to naturalistic but controlled audiovisual input in Mandarin Chinese, in which item frequency and gestural highlighting were manipulated. The results from a word recognition task showed that adults are able to draw on frequency to recognize disyllabic words appearing only eight times in continuous speech. The findings from a sound-to-picture matching task revealed that the mapping of meaning to word form requires a combination of cues: disyllabic words accompanied by a gesture were correctly assigned meaning after eight encounters. Overall, the study suggests that the adult learning mechanism is a considerably more powerful than typically assumed in the SLA literature drawing on frequency, gestural cues and syllable structure. Even in the absence of pre-existing knowledge about cognates and sound system to bootstrap and boost learning, it deals efficiently with very little, very complex input.

Exploring the Effects of Imitating Hand Gestures and Head Nods on L1 and L2 Mandarin Tone Production

2018 ◽  
Vol 61 (9) ◽  
pp. 2179-2195 ◽  
Author(s):  
Annie Zheng ◽  
Yukari Hirata ◽  
Spencer D. Kelly
Keyword(s):  
Fundamental Frequency ◽  
First Language ◽  
English Speakers ◽  
Hand Gestures ◽  
Tonal Language ◽  
Tone Production ◽  
Mandarin Tones ◽  
Mandarin Tone ◽  
L1 And L2 ◽  
The Impact

PurposeThis study investigated the impact of metaphoric actions—head nods and hand gestures—in producing Mandarin tones for first language (L1) and second language (L2) speakers.MethodIn 2 experiments, participants imitated videos of Mandarin tones produced under 3 conditions: (a) speech alone, (b) speech + head nods, and (c) speech + hand gestures. Fundamental frequency was recorded for both L1 (Experiment 1) and L2 (Experiment 2a) speakers, and the output of the L2 speakers was rated for tonal accuracy by 7 native Mandarin judges (Experiment 2b).ResultsExperiment 1 showed that 12 L1 speakers' fundamental frequency spectral data did not differ among the 3 conditions. In Experiment 2a, the conditions did not affect the production of 24 English speakers for the most part, but there was some evidence that hand gestures helped Tone 4. In Experiment 2b, native Mandarin judges found limited conditional differences in L2 productions, with Tone 3 showing a slight head nods benefit in a subset of “correct” L2 tokens.ConclusionResults suggest that metaphoric bodily actions do not influence the lowest levels of L1 speech production in a tonal language and may play a very modest role during preliminary L2 learning.

scholarly journals The Prosody of Two-Syllable Words in French-Speaking Monolingual and Bilingual Children: A Focus on Initial Accent and Final Accent

2021 ◽  
pp. 002383092110303
Author(s):  
Margaret Kehoe
Keyword(s):  
Naming Task ◽  
Bilingual Children ◽  
Older Children ◽  
Acoustic Characteristics ◽  
Initial Syllable ◽  
Syllable Duration ◽  
French Speaking ◽  
Disyllabic Word ◽  
Disyllabic Words ◽  
Final Syllable

This study examined the acoustic characteristics of disyllabic words produced by French-speaking monolingual and bilingual children, aged 2;6 to 6;10, and by adults. Specifically, it investigated the influence of age, bilingualism, and vocabulary on final-to-initial syllable duration ratios and on the presence of initial and final accent. Children and adults took part in a word-naming task in which they produced a controlled set of disyllabic words. Duration and maximum pitch were measured for each syllable of the disyllabic word and these values were inserted into mixed-effects statistical models. Results indicated that children as young as 2;6 obtained final-to-initial syllable duration ratios similar to those of adults. Young children realized accent on the initial syllable more often and accent on the final syllable less often than older children and adults. There was no influence of bilingualism on the duration and pitch characteristics of disyllabic words. Children aged 2;6 with smaller vocabularies produced initial accent more often than children with large vocabularies. Our findings suggest that early word productions are constrained by developmental tendencies favouring falling pitch across an utterance.

Sign in / Sign up

Export Citation Format

Share Document