THE ACQUISITION OF THE “UNFAMILIAR VOWELSâ€‌ AND “SIMILAR VOWELSâ€‌ IN CHINESE BY JAPANESE LEARNERS

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THE ACQUISITION OF THE “UNFAMILIAR VOWELS” AND “SIMILAR VOWELS” IN CHINESE BY JAPANESE LEARNERS. Phonetics and phonology Presenter: Athena 蔡茜伃. WANG Yunjia and DENG Dan. Theoretical background: L1 L2. CAH SLM PAM. Contrastive Analysis Hypothesize - learning transfer - PowerPoint PPT Presentation

Text of THE ACQUISITION OF THE “UNFAMILIAR VOWELSâ€‌ AND...

  • THE ACQUISITION OF THE UNFAMILIAR VOWELS AND SIMILAR VOWELSIN CHINESE BY JAPANESE LEARNERS

    WANG Yunjia and DENG Dan

    Phonetics and phonologyPresenter: Athena

    *

  • Theoretical background: L1L2 CAH SLM

    PAM

    Contrastive Analysis Hypothesize - learning transferSpeech Learning Model (acoustically) Flege identical phone (); similar phone (); new phone ()Similarity L1L2Perception assimilation Model Bset [ y]u[ u ]equivalence classification*

  • CAH SLM

    Markedness

    Contrastive Analysis Hypothesize - learning transferSpeech Learning Model (acoustically) Flege identical phone (); similar phone (); new phone ()ChomskyEckman (1991) : consonant cluster 3 vs 2(Cantonese, Japanese, Korean as English learner )

    Theoretical background : L1L2 [ y]u[ u ]*

  • Theoretical background : Japanese study of Chinese monophthong acquisitionChineseJapanes

    Other studies..new phonesimilar phone

    (2001),,iu

    *

  • Research Question

    RQ:( 2002):

    Based on Fleges SLM, which from the 6 Chinese vowels are identical phones and which are new phones?Japanese learners acquisition sequence of the six vowels ?The relation between acquisition sequence, first language transfer, and markedness?

    *

  • Study design,,,,,,,;,,,6*

  • Identical phone, similar phone, new phonePerception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast

    Strange (2007),L1L2: 1); 2); 3)

    Perception assessment*

  • Perception assessment - methodPerception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast

    12 Speaker: 6 Chinese speakers (3/3); 6 Japanese speakers (3/3) 6x6 (Chinese monophthong) x2=72 6x5 (Japanese monophthong) x2=60Listeners:13 Japanese native speakers (have been in China for 1 year)Chinese learning JapaneseSimilarity= number chosen as a certain Japanese V/(13x132x2); Max=1 min=0

    Perception assessment*

  • Perception assessment -result*

  • Acoustic analysis - methodPerception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast

    CHS (Chinese Native Speaker):10(5/5)JNS (Japanese Native Speaker) ):10(5/5)

    Acoustic analysisBack p. 23*

  • Acoustic analysis - methodPerception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast

    Bark(1980)F1: + high = B1- B0 = B1F2: + back = B2- B1 = B2Compare each Chinese vowel with the most similar Japanese vowel

    >o.20Acoustic analysis(B0 = f0 ())Back p.16*

  • *

  • Perception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast

    u (),0.90e (),0. 20Strange (2007),,,

    Phonological Contrast Phonological Contrast - analysis *

  • hypothesis of acquisition sequence*6FlegeSLM, 1. i and a 2. and e (it takes time) 3. o and u (might with accent)

  • Acoustic analysis and subjective assessment of the pronunciation of second language learnerAcoustic assessment (Experiment 3)

    Subjective assessment (Experiment 4)

    6

    *

  • Acoustic analysis and subjective assessment of the pronunciation of second language learnerAcoustic assessment (Experiment 3)

    Subjective assessment (Experiment 4)

    CNS: Chinese native speakerJL : Japanese learning Chinese (1.3y)JEL: Japanese learning Chinese (7.2y)Method: Same as experiment 2

    Acoustic assessment*

  • Acoustic assessment - aB1Post hoc

    B2Post hoc

    F ( 2, 37) = 18. 34, p = 0. 000J ILJEL(p= 0. 886) ,CNS(p < 0. 05)

    F (2, 37) = 2. 18, p = 0. 127JILJEL(p= 0. 046) , JELB2JIL

    B1a,*

  • Acoustic assessment - oB1B2

    F (2, 37) = 0. 59, p = 0. 557

    F (2, 37) = 0. 96, p = 0. 392

    second language learner: wider dispersion[ uo ]*

  • Acoustic assessment - eB1Post hoc

    B2Post hoc

    F (2, 37) = 2. 09,p = 0.138ILCNS(p = 0. 065) ,B1,(p > 0. 10)

    F (2, 37) = 4. 70,p = 0. 015JILCNS(p = 0. 004) ,B2,(p > 0. 10)

    JILeCNS*

  • Acoustic assessment - iB1Post hocB2Post hoc

    F (2, 37) = 2. 15, p = 0. 130J ILB1JEL(p= 0. 096)

    F (2, 37) = 0. 83, p = 0. 443p > 0. 10)

    *

  • Acoustic assessment - uB1Post hoc

    B2Post hoc

    F (2, 37) = 7. 66,p = 0.002JILCNS(p = 0. 001), JLB1,

    F (2, 37) = 28.05, p=0.000(p < 0. 05),B2;(p = 0. 003) , JLB2JEL

    JLuu,JELJL*

  • Acoustic assessment - B1Post hoc

    B2Post hoc

    F (2, 37) = 2. 75, p = 0. 077JLJEL(p= 0. 047) ,B1,

    F (2, 37) = 2. 40,p= 0. 105JLJEL( p = 0. 035) ,(p > 0. 10)

    *

  • Acoustic analysis and subjective assessment of the pronunciation of second language learnerAcoustic assessment (Experiment 3)

    Subjective assessment (Experiment 4)

    Material: from experiment 2

    Informed as Non-Chinese native speaker6 graduate students make judgment with likert scaleSubjective assessment*

  • Acoustic analysis and subjective assessment of the pronunciation of second language learnerAcoustic assessment (Experiment 3)

    Subjective assessment (Experiment 4)

    Subjective assessment*

  • DiscussionJELa(p = 0. 749),,a

    a

    Strange (2007),,,/ a /,[ a ]

    *

  • DiscussionJL iJ L(p = 0. 005),, ,i

    JL(p),

    (mora),,

    *

  • Acquisition sequence *J L : i a, o, e, , uJEL : a, i, e, o, uJ L : i > a > o > e, u, JEL : a, i > e, > o, u

    Identical phone New phone similar phoneL1 transfermarkness

    Acoustic assessment Subjective assessment conclusion