scholarly journals The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones

Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott

High variability training has been found more effective than low variability training in learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful L2 input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocking variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed the generalisation of learning. Overall, all groups improved in both production and perception of tones which transferred to novel voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence that the different variability training led to different performance in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. We discuss these results in light of previous findings.

2019 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott

High variability training has been found to be more effective than low variability training when learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful second language input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocked variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed generalisation. All groups improved in both the production and perception of tones which transferred to untrained voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence for a benefit of high-variability in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. Additional Bayes Factor analyses indicated substantial evidence for the null for the hypotheses of a benefit of high-variability in generalisation, however the evidence regarding the interaction was ambiguous. We discuss these results in light of previous findings.


PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7191 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott

High variability (HV) training has been found to be more effective than low variability (LV) training when learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of HV training depends on the perceptual aptitude of participants (Perrachione et al., 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful second language input (both previous studies used pseudowords). A total of 60 English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocked variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed generalization. All groups improved in both the production and perception of tones which transferred to untrained voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the LV group exhibited an advantage with the training stimuli, there was no evidence for a benefit of high-variability in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. Additional Bayes Factor analyses indicated substantial evidence for the null for the hypotheses of a benefit of high-variability in generalisation, however the evidence regarding the interaction was ambiguous. We discuss these results in light of previous findings.


2019 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott

High variability training has been found to be more effective than low variability training when learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful second language input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocked variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed generalisation. All groups improved in both the production and perception of tones which transferred to untrained voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence for a benefit of high-variability in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. Additional Bayes Factor analyses indicated substantial evidence for the null for the hypotheses of a benefit of high-variability in generalisation, however the evidence regarding the interaction was ambiguous. We discuss these results in light of previous findings.


Author(s):  
Kimiko Tsukada ◽  
Kaori Idemaru

Purpose: This research compared individuals from two first language (L1) backgrounds (English and Japanese) to determine how they may differ in their perception of Mandarin tones (Tones 1 vs. 2 [T1–T2], Tones 1 vs. 3 [T1–T3], Tones 1 vs. 4 [T1–T4], Tones 2 vs. 3 [T2–T3], Tones 2 vs. 4 [T2–T4], Tones 3 vs. 4 [T3–T4]) on account of their L1. Method: The participants included two groups of learners of Mandarin (23 English speakers, 18 Japanese speakers), two groups of nonlearners of Mandarin (24 English speakers, 21 Japanese speakers), and a control group of 10 Mandarin speakers. A four-alternative forced-choice discrimination task that included 360 trials was presented in three blocks of 120 trials. Results: The native Mandarin group was more accurate in their tonal discrimination of all six tone pairs than all the nonnative groups. While Japanese nonlearners generally outperformed English nonlearners in their overall perception of Mandarin lexical tones, L1-based differences were less extensive for the two groups of learners. Both learner groups were least accurate on T2–T3 and most accurate on T3–T4. Conclusion: The results suggest that with classroom experience, English speakers can overcome their initial disadvantage and learn lexical tones in a new language as successfully as speakers of Japanese with classroom experience.


2013 ◽  
Vol 2 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Yunjuan He ◽  
Ratree Wayland

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.


2016 ◽  
Vol 20 (3) ◽  
pp. 549-560 ◽  
Author(s):  
XINXIN LI ◽  
CAROL KIT SUM TO ◽  
MANWA LAWRENCE NG

In the present study, the Perceptual Assimilation Model (PAM) was tested on its applicability in child L2 lexical tone acquisition. The possible effect of L1 (Cantonese) lexical tones on L2 (Mandarin) lexical tone learning was explored. Accuracy rate and error patterns were examined with an AX discrimination task and a forced-choice identification task. Forty-nine native Cantonese-speaking students aged 8 years participated in the study. Results revealed that these children exhibited nearly perfect performance in the discrimination of Mandarin tones. However, significant tone differences were detected in the identification task. Tone 4 (T4) was identified with the lowest accuracy, and T1 with the highest. Error analysis revealed that Mandarin T2-T3 was the most confusing pair, followed by the T1-T4 pair. The inherent phonetic similarity between lexical tones in a language and the tone similarities across languages may also have contributed to perception difficulties, which could help to refine and supplement the PAM in the tonal/suprasegmental domain.


2015 ◽  
Vol 4 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Kimiko Tsukada ◽  
Hui Ling Xu ◽  
Nan Xu Rattanasone

AbstractTwo groups of non-native adult learners of Mandarin in Australia were directly compared in their ability to perceive monosyllabic Mandarin words contrasting in lexical tones. They differed in their linguistic experience (non-heritage (n=10), heritage (n=12)). A group of eight native Mandarin speakers and a group of ten functionally monolingual speakers of Australian English were included as controls. All non-native learners used English as their primary language of communication. However, the heritage learners were able to communicate in Cantonese as well as English. The primary question of interest was whether heritage learners’ knowledge of contrastive tone in Cantonese might give them an advantage over English-speaking learners in perceiving tone contrasts in Mandarin. In general, there were more similarities than differences between the two groups of learners in their response patterns. Of the six tone contrasts examined (T1-T2, T1-T3, T1-T4, T2-T3, T2-T4, T3-T4), the two groups significantly differed only on T1-T4. The heritage learners were less accurate on T1-T4 than the non-heritage learners who are monolingual speakers of Australian English. On the other hand, the non-heritage learners were more accurate than Australian English speakers with no prior experience with Mandarin on all tone contrasts. Thus, we conclude that simply having an exposure to and functional knowledge of another tonal language since early childhood does not guarantee accurate perception of Mandarin tones in comparison with adult learners without prior experience with tonal languages.


2014 ◽  
Vol 31 (2) ◽  
pp. 239-265 ◽  
Author(s):  
Vincent J Porretta ◽  
Benjamin V Tucker

The present investigation examines English speakers’ ability to identify and discriminate non-native consonant length contrast. Three groups (L1 English No-Instruction, L1 English Instruction, and L1 Finnish control) performed a speeded forced-choice identification task and a speeded AX discrimination task on Finnish non-words (e.g. /hupo/–/huppo/) which were manipulated for intervocalic consonant duration. The results indicate that basic information, focusing the participants’ attention on a particular contrast, assists novice listeners in processing a non-native contrast. We find support for a phonetic level of processing which is intermediate to non-linguistic acoustic processing and phonemic processing at which the phonetic cue of duration becomes significant. We interpret the results in relation to the Speech Learning Model (Flege 1995, 2003).


PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3209 ◽  
Author(s):  
Anastasia Giannakopoulou ◽  
Helen Brown ◽  
Meghan Clayards ◽  
Elizabeth Wonnacott

BackgroundHigh talker variability (i.e., multiple voices in the input) has been found effective in training nonnative phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However, no study has directly compared the effectiveness of high versus low talker variability in children.MethodsNative Greek-speaking eight-year-olds (N= 52), and adults (N= 41) were exposed to the English /i/-/ɪ/ contrast in 10 training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (four talkers) or low (one talker) variability training conditions.ResultsBoth age groups improved during training, and both improved more while trained with a single talker. Results of a three-interval oddity discrimination test did not show the predicted benefit of high-variability training in either age group. Instead, children showed an effect in thereversedirection—i.e., reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences between participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners.DiscussionThis paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learners found in a previous paper (Giannakopoulou, Uther & Ylinen, 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.


2017 ◽  
Author(s):  
Anastasia Giannakopoulou ◽  
Helen Brown ◽  
Meghan Clayards ◽  
Elizabeth Wonnacott

Background. High talker variability (i.e. multiple voices in the input) has been found effective in training non-native phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However no study has directly compared the effectiveness of high versus low talker variability in children. Methods. Native Greek speaking 8-year-olds (N=52), and adults (N=41) were exposed to the English /i/-/ɪ/ contrast in ten training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (4 talkers) or low (1 talker) variability training conditions. Results. Both age groups improved during training, and both improved more while trained with a single talker. Results of a 3-interval oddity discrimination test did not show the predicted benefit of high-variability in training in either age group. Instead, children showed an effect in the reverse direction – i.e. reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences in participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners. Discussion. This paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learning found in a previous paper (Giannakopoulou et al., 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.


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