The production of tone 3 by advanced Korean learners of Mandarin
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study examined the differences in tone 3 productions between advanced Korean learners and native speakers of Mandarin by implementing three analyses: acoustic, frequency, and distance metric analyses. Based on the acoustic analyses, the advanced learners exerted more articulatory effort in producing tone 3, regardless of the syllable positions within disyllabic words. Compared to the native speakers, the production of tone 3 by the learners was longer in duration, more intense, and displayed steeper falling and rising pitch movements—these are all salient cues for tone 3 as a dipping pitch contour. The native speakers, however, economized articulatory effort in their tone 3 productions. They did not lower the pitch target of tone 3, nor did they employ the steep falling and rising pitch movements to the same extent as the advanced learners. According to the frequency analyses, the native speakers yielded more variants of half-T3 than the advanced learners in both syllables of the disyllabic words. Finally, the distance metric analyses revealed that the advanced learners’ pitch contours were more different from those of the native speakers in syllable 2 than in syllable 1. Consistent with previous work, our results emphasize that the learners’ dipping pitch contour for tone 3 stems from the widespread second language pedagogy of Mandarin tones, where tone 3 is predominately described as a dipping tone. Learners, therefore, must understand and become competent using varied tone 3 patterns before attaining native-like or near-native competence.
Abstract
This study examined the differences in tone 3 productions between advanced Korean learners and native speakers of Mandarin by implementing three analyses: acoustic, frequency, and distance metric analyses. Based on the acoustic analyses, the advanced learners exerted more articulatory effort in producing tone 3, regardless of the syllable positions within disyllabic words. Compared to the native speakers, the production of tone 3 by the learners was longer in duration, more intense, and displayed steeper falling and rising pitch movements—these are all salient cues for tone 3 as a dipping pitch contour. The native speakers, however, economized articulatory effort in their tone 3 productions. They did not lower the pitch target of tone 3, nor did they employ the steep falling and rising pitch movements to the same extent as the advanced learners. According to the frequency analyses, the native speakers yielded more variants of half-T3 than the advanced learners in both syllables of the disyllabic words. Finally, the distance metric analyses revealed that the advanced learners’ pitch contours were more different from those of the native speakers in syllable 2 than in syllable 1. Consistent with previous work, our results emphasize that the learners’ dipping pitch contour for tone 3 stems from the widespread second language pedagogy of Mandarin tones, where tone 3 is predominately described as a dipping tone. Learners, therefore, must understand and become competent using varied tone 3 patterns before attaining native-like or near-native competence.
참고문헌 (41)
- "Praat: doing phonetics by computer" (2020)[URL]
- Chao, Yuen-Ren, "Mandarin primer : An intensive course in spoken Chinese" (1948), Harvard University Press
- Chao, Yuen-Ren, "A grammar of spoken Chinese" (1968), University of California Press
- "Annual Conference of China Association for Teaching Chinese as a Foreign Language", 1983, ~
- Chen, Nancy F., "Large-scale characterization of non-native Mandarin Chinese spoken by speakers of European origin : Analysis on iCALL", Speech Communication, 84, pp.46~56 (2016)
- Chen, Qing-Hai, "Toward a sequential approach for tonal error analysis", Journal of the Chinese Language Teachers Association, 32(1), pp.21~39 (1997)
- Chen, Shirley, "The third tone and see-saw pairs : A field technique", Journal of the Chinese Language Teachers Association, 8(3), pp.145~149 (1973)
- Chen, Si, "Mechanisms of tone sandhi rule application by tonal and non-tonal non-native speakers", Speech Communication, 115, pp.67~77 (2019)
- Chen, Ying,, "Post-focus compression in second language Mandarin", Proceedings of Speech Prosody 2012, pp.410~413 (2012)
- Cheng, Chin-Chuan, "A synchronic phonology of Mandarin Chines" (1973), Mouton
- Chin, Tsung, "Half-third first: On the nature of the third tone", Journal of the Chinese Language Teachers Association, 22(1), pp.87~101 (1987)
- Duanmu, San, "The phonology of standard Chinese" (2007), Oxford University Press
- Flege, James Emil, "Effects of age of second-language learning on the production of English consonants", Speech Communication, 16(1), pp.1~26 (1995)
- Hao, Yen-Chen, "Second language acquisition of Mandarin Chinese tones by tonal and non-to-nal language speakers", Journal of Phonetics, 40(2), pp.269~279 (2012)
- Howie, John M., "Acoustical studies of Mandarin vowels and tones" (1976), Cambridge University Press
- Jun, Sun-Ah, "The phonetics and phonology of Korean prosody", PhD, pp.1993
- Jun, Sun-Ah, "The accentual phrase in the Korean prosodic hierarchy", Phonology, 15(2), pp.189~226 (1998)
- Jun, Sun-Ah, "K-ToBI(Korean ToBI)labelling conventions, Version 3", The Korean Journal of Speech Sciences, 7, pp.143~169 (2000)
- Kuznetsova, Alexandra, "lmerTest package:tests in linear mixed effects models", Journal of Statistical Software, 82(13), pp.1~26 (2017)
- Lado, Robert, "Linguistics across cultures: Applied linguistics for language teachers" (1957), University of Michigan Press
- Ok Joo Lee, "Distribution of the Mandarin vowels in typological perspective", 언어연구, 38(2), pp.329~363 (2021), 언어정보연구소[DOI]
- Lee, Yong-cheol, "Production and perception of tone 3 focus in Mandarin Chinese", Frontiers in Psychology, 7, pp.1058~ (2016)
- Li, Charles N., "The acquisition of tone in Mandarin-speaking children", Journal of Child Language, 4(2), pp.185~199 (1977)
- Lin, William C., "Teaching Mandarin tones to adult English speakers: Analysis of difficulties with suggested remedies", RELC Journal, 16(2), pp.31~47 (1985)
- "Teaching the third tone in Standard Chinese" (2011)[URL]
- Jun Liu, "Focus prosody by Korean learners of English", Linguistic Approaches to Bilingualism, 12(6), pp.748~777 (2021), John Benjamins Publishing Company[DOI]
- Jun Liu, "Post-focus compression is not automatically transferred from Korean to L2 English", 말소리와 음성과학, 11(2), pp.15~21 (2019), 한국음성학회[DOI]
- R Core Team, "A language and environment for statistical computing" (2020), R Foundation for Statistical Computing
- "Second International Seminar on Chinese Language Teaching", 1987, 153~159
- Singh, Archana,, "K-means with three different distance metrics", International Journal of Computer Applications, 67(10), pp.13~17 (2013)
- Tsai, Rachel, "Teaching and learning the tones of Mandarin Chinese", Scottish Languages Review, 24, pp.43~50 (2011)
- Tu, Jung-Yueh, "Tone production of Mandarin disyllabic words by Korean learners", Proceedings of Speech Prosody 2016, pp.375~379 (2016)
- Wang, Ting,, "The interaction of tone and prosodic focus in Mandarin Chinese", Language and Linguistics, 21(2), pp.331~350 (2020)
- Wang, Yue, "Acoustic and perceptual evaluation of Mandarin tone productions before and after perceptual training", The Journal of the Acoustical Society of America, 113(2), pp.1033~1043 (2003)
- Wiener, Seth, "Do explicit instruction and high variability phonetic training improve nonnative speakers’ Mandarin tone productions?", Modern Language Journal, 104(1), pp.152~168 (2020)
- Wong, Puisan, "Perception and production of lexical tones by 3-year-old, Mandarin-speaking children", Journal of Speech, Language, and Hearing Research, 48(5), pp.1065~1079 (2005)
- Xu, Yi, "Contextual tonal variations in Mandarin", Journal of Phonetics, 25(1), pp.61~83 (1997)
- Xu, Yi, "ProsodyPro — A tool for large-scale systematic prosody analysis", Proceedings of Tools and Resources for the Analysis of Speech Prosody, pp.7~10 (2013)
- Zhang, Hang, "The third tone: Allophones, sandhi rules and pedagogy", Journal of the Chinese Language Teachers Association, 49(1), pp.117~145 (2014)
- Zhang, Hang, "The effect of theoretical assumptions on pedagogical methods: A case study of second language Chinese tones", International Journal of Applied Linguistics, 27(2), pp.363~382 (2017)
- Zhang, Hang, "Second language acquisition of Mandarin Chinese tones: Beyond first-language transfer" (2018), Brill