모국어 배경이 중국어 성조의 범주적 지각에 미치는 영향
The influence of language experience on categorical perception of Mandarin tones
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The influence of the mother tongue background upon second language acquisition has long been a major focus of researchers in the field of tone category perception. This study uses identification and discrimination assessment tests to explore the specific effects of language background on Chinese learners at various levels of proficiency. (1) In the early stages of study, learners from tonal language backgrounds use the tone representation of their native language to approximate the corresponding Chinese tone categories, thus simplifying the acquisition of Chinese. (2) As Chinese proficiency levels increase, mother tongue influence gradually weakens. Advanced level Chinese learners are able to independently construct Chinese tone categories. The category boundaries are more stable and yield results that are closer to that of native speakers. At the same time, it should be noted that there was no correlation between the level of Chinese language and native language experience. That is to say, the positive or negative effects of mother tongue background exhibited no fixed relation to the overall level of Chinese achievement; Chinese language learners’ perception of tonal categories is the primary subject of influence.
Abstract
The influence of the mother tongue background upon second language acquisition has long been a major focus of researchers in the field of tone category perception. This study uses identification and discrimination assessment tests to explore the specific effects of language background on Chinese learners at various levels of proficiency. (1) In the early stages of study, learners from tonal language backgrounds use the tone representation of their native language to approximate the corresponding Chinese tone categories, thus simplifying the acquisition of Chinese. (2) As Chinese proficiency levels increase, mother tongue influence gradually weakens. Advanced level Chinese learners are able to independently construct Chinese tone categories. The category boundaries are more stable and yield results that are closer to that of native speakers. At the same time, it should be noted that there was no correlation between the level of Chinese language and native language experience. That is to say, the positive or negative effects of mother tongue background exhibited no fixed relation to the overall level of Chinese achievement; Chinese language learners’ perception of tonal categories is the primary subject of influence.
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