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THE PERCEPTION OF
MANDARIN TONES BY
AMERICAN LEARNERS OF
CHINESE
University of Illinois Urbana-Champaign
Department of East Asian Language and Cultures
Meng Liu
Advisors: Dr. Shih Chilin (UIUC), Dr. Lin Chien-Jer(IUB)
How Should we improve Chinese
teaching and learning efficiency?
The purpose of the study was to test whether L1
English learners of Chinese’ perception of
monosyllable and disyllable tones would improve
with classroom language learning experience and
how tonal context and syllable position would
affect their perceptional accuracy.
Overview
1.Background
- Mandarin speaker tone production in context
-Non-native tone perception and acquisition
2.Research questions
3.Method
4.Results
5.Application and Conclusions
Study 1
Study 2
• In isolation: the four underlying tones H, LH, L, and
HL. (Shih, 1987, Shih & Sproat, 1992; Duanmu, 2000),
• In context:
• Phonological variants: (half) third tone Sandhi
• Phonetic variants:Carry over effect()
>>Anticipatory effect () (Xu, 1994,1997)
Native tone production
Non-native tone perception and
acquisition
• Non-native tone perception
short perceptual tone training
nonnative speakers of Mandarin
Mandarin tones in isolation (Leather, 1990; Wang, Spence, Jongman and Sereno, 1999; Wang, Jongman, and Sereno, 2003, Wang, et al. ,2006, ).
• Acquisition
Tone 1 ( H) vs. Tone 2 (LH)
Tone 2 (LH) vs. Tone 4 (HL)
Tone 1 ( H) vs. Tone 4 (HL)
Tone 2 (LH) vs. Tone 3 ( L)
(Wang, et al, 1999, 2003; White,1981; Kiriliff, 1969; McGinnis, 1996 ; Gandour, 1978. )
Research questions
• How will the placement of a tone in either the
initial or final syllable position affect the f0
contour in disyllables (nonsense sequences)?
• How will the contour of disyllabic tones deviate
from the canonical form (monosyllabic tone in
isolation) due to varying disyllabic
combinations?
• How will the carrier phrases influence the tonal
contour? (in progress)
Method
• Informants :
• - 2 native Mandarin speakers (2 female)
• Stimuli:
• Monosyllables:8 tokens(4 tones × 2 syllables) /ma/ /ya/
• Disyllables:32 tokens (4 initial tones×4 final tones × 2
syllables) /ma ya/, /ya ma/
— Non- words unfamiliar word for L2 learners
Data analysis
• F0 values at 17 points in each segment
• were taken from the obtained F0 curves by using
Praat script.
• The F0 contours of the dissyllable sequences
were compared with the monosyllables.
• Anticipatory effect: Influences from the onset of
disyllabic second syllables to the offset of the first
syllables
Dissyllables
Wilcoxon signed-rank test (17 points)
• Disyllabic first syllable tone: more different from the related monosyllabic tone
• Disyllabic second syllable tone: less different from the related monosyllabic tone
The conflicting and compatible contexts.
offset
Onset
High Low
High Tone 1 Tone 4
Low Tone 2 Tone 3
Onset and offset values of Mandarin lexical tones (Chao, 1968; Shih,
1986; Xu, 1993, 1997; Duanmu, 2000)
Tone1 Tone1 Tone1 Tone2 Tone1 Tone3 Tone1 Tone4
Tone2 Tone1 Tone2 Tone2 Tone2 Tone3 Tone2 Tone4
Tone3 Tone1 Tone3 Tone2 Tone3 Tone3 Tone3 Tone4
Tone4 Tone1 Tone4 Tone2 Tone3 Tone3 Tone4 Tone4
Conflicting context
Compatible context
Summary of Study 1
• F0 contour
• at the onset of disyllabic second syllables deviates more from
the canonical form than at the offset of the disyllabic first syllable
in the nonsense sequences. Supports (Xu, 1994, 1997)
• Nonnative perception: Disyllabic first syllable tone easier
• F0 value:
• disyllabic first syllable tones are most subject to the influence of
the following tones value
• disyllabic second syllable tones are more resistant to the
influence of the preceding tones for the whole tone value.
• Nonnative perception: Disyllabic first syllable tone harder
Research questions
Accuracy mean
Error pattern
Reaction time (in progress)
Learning experience
Syllable position
Tone
Tonal context
Methods
• Participants
3 experimental groups--L1 English speakers (34) 11 1st year students who completed the first year Chinese at IU.(6 male)
11 2nd year students ………………… second…………………..(5 male)
12 3rd year students ……………….. third……………………..(7male)
1 Control group—12 Native Chinese speakers (5 Male)
• Tasks
• -Categorical perception-tone identification
• One target tone in monosyllables
• One target tone in disyllabic first syllable tones
• One target tone in disyllabic second syllable tones
•
• Stimuli
• Native production from Study 1
-Monosyllables:32 tokens ( 4 tones × 2 syllables× 2informants × 2times)
-Disyllables:128 tokens (4 initial tones×4 final tones × 2 syllables × 2
informants ×2 times)
• Procedure (DMDX)
• Visual input “ ¯ / v \ ”
• Listen the target tones (3 blocks)
monosyllable, disyllabic first syllable tone, disyllabic second syllable tone
• Answer the tone of the target syllable they just heard
¯ / v \
¯ / v \
Statistical Analysis
Dependent Variable Accuracy 0 , 1
(Aggregated proportion)
Independent
Variable
Group N,NN1,NN2,NN3
Target Tone T1,T2,T3,T4
Syllable Position Monosyllabic tone
Disyllabic first tone
Disyllabic second tone
Compatible and
Conflicting
Compatible
Conflicting
Random effect subjects s1~s46
• Generalized linear mixed effects model
Monosyllabic & Disyllabic Testing
target tone: F(3,167)= 35.65 p<0.0001
group : F(3, 167)= 27.189 , p<0.0001
group: F(3, 1415)= 24.97, p<0.001
target tone:(3,1415)=200.475 p<0.0001
target tone* target syll :F(3,1415)=47.5, p<0.001
Compatible and Conflicting Context
Compatible/conflicting:F(1,685)=11
.25, p<.001
Group: F (3,685)=32.56, p<0.0001
Compatible/conflicting:F(1,731)=3.
66, p<.056
Summary for Study 2
• Learning Experience:
Less experience<More learning experience
• Syllable Position:
Disyllabic first syll. tone < second syll. tone<monosyll.
Contour influence < Pitch difference
• Tone and tonal context:
Tone 2 and Tone 3 <Tone 1 and Tone 4
Conflicting context < Compatible context
Applications
• Tone 3 vs. Tone 2 and Tone 3 vs. Tone 4
• Teachers should still emphasize the mastering of isolated tones, as well as tone pairs, to instruct through contrast and pay more attention to half third tone Sandhi
• Disyllabic first syll. tone
• Teachers should aim to improve students’ perception, especially regarding the disyllabic first syllable tone.
• Conflicting context
• Teachers should concentrate on improving students perception in conflicting contexts.
CONCLUSIONS
• The present study illustrated the substantial difficulty for
L1 learners of English in perceiving tones, across the
three tone testing conditions, which is caused by the
deviation of tone contour and F0 value.
• It also opens the door to further study of the correlation
between perception and production involved in tonal
language acquisition
Significance
• The results of this study is primarily beneficial to Chinese language learning and classroom teaching by identifying tonal combinations and contexts that pose problem for production and/or perception.
• The results contribute in establishing the framework of assessing students’ oral production and listening comprehension concerning tones.
• The results can be used in developing textbooks and training materials for all level learners and Chinese programs, thus allowing training programs to be developed in the aforementioned areas.
Acknowledgements
• Dr. Shih Chilin
• Dr. Lin Chien-Jer
• Dr.Jerome Packard
• Dr. Natsuko Tsujimura
• Dr. Isabelle Darcy.
• Dr. Jennifer Li-Chia Liu
• Dr. Kenneth J. de Jong
• Dr. Yasuko Watt
• Dr. Wen Cao
• Aaron Lee Albin
• Stephanie Dickinson
• Jonathan Cox