Abstract
This study examines the acquisition of Mandarin tones by American English speaking second language (L2) learners. Three types of tone sequences, namely, compatible tone sequences, conflicting tone sequences, and other tone sequences, were used. The analysis of tone errors in different tone sequences showed that, while learners seemed to have acquired the Tone 3 and its sandhi, they tended to over-apply the sandhi rule in inappropriate contexts and produced tone errors. More importantly, the low and rising tones, which are generally difficult for L2 learners to produce, were the most frequent tones produced to replace other tones. More specifically, the low tone errors tended to occur at the phrase-medial position, while the rising tone errors tended to occur at the phrase-initial position. The low and rising tone errors were attributed to the difficulty in quickly changing tone targets and F0 direction in tone production, which is the product of the superimposition of English prosody.
提要
本文研究以英文为母语的二语学习者对中文声调的习得。研究中我们使用了三种不同的声调序列。通过对不同声调序列中声调调误的分析，我们发现二语学习者习得了三声和三声变调，但他们倾向于在不符合变调的音系环境中过多使用三声变调，因而产生很多升调调误。 更重要的是，我们发现，很多学习者常常把不同声调错误地发成低调和升调：低调常常出现在韵律短语中间位置，而升调常常出现在韵律短语起始位置。 我们认为低调和升调调误的产生，是因为二语学习者在转换声调调标和音高方向上有困难；而这些困难是英文韵律迁移的结果。
About the author
Chunsheng Yang is an Assistant Professor of Chinese and Applied Linguistics at the University of Connecticut. He earned his Ph. D in Chinese linguistics from The Ohio State University. His research focuses on the acquisition of second language phonology (tones, intonation, and stress, etc.), Chinese linguistics, and Chinese pedagogy in general. His book The Acquisition of L2 Mandarin Prosody: From Experimental Studies to Pedagogical Practice was recently published by John Benjamins.
Acknowledgement
I would like to thank the two anonymous reviewers and editor Professor Istvan Kecskes for their comments and suggestions on this paper, which have greatly improved the paper. Of course, all errors remain mine.
Appendix: A complete list of the tone sequences used in the study
鄔安英修飛機。Wū Ānyīng xiū fēijī.
“Wu Anying repairs planes.”
鄔安應修飛機。Wū Ān yīng xiū fēijī.
“Wu An should repair planes.”
殷安青摸貓咪。Yīn Ānqīng mō māomī.
“Yin Anqing pets a kitty.”
殷安輕摸貓咪。Yīn Ān qīngmō māomī.
“Yin An gently pets a kitty.”
王明來拿羊毛。Liú Míng lái ná yángmáo.
“Wang Ming comes to get wool.”
王明淶拿羊毛。Liú Mínglái ná yángmáo.
“Wang Minglai gets wool.”
劉明萊游雲南。Liú Mínglái yóu Yúnnán.
“Liu Minglai travels in Yunnan.”
劉明來游雲南。Liú Míng lái yóu Yúnnán.
“Liu Ming comes to travel in Yunnan.”
陸蔚用慢用藥。Lù Wèi yòng mànyòng yào.
“Lu Wei uses the slow medicine.”
陸衛用賣孕藥。Lù Wèiyòng mài yùnyào.
“Lu Weiyong uses the contraceptive medicine.”
魏麗要賣臘肉。Wèi Lì yào mài làròu.
“Wei Li wants to sell bacon.”
魏立耀賣臘肉。Wèi Lìyào mài làròu.
“Wei Liyao sells bacon.”
南夢來賣燃料。Nán Mèng lái mài ránliào.
“Nan Meng comes to sell fuels.”
南夢萊賣燃料。Nán Mènglái mài ránliào.
“Nan Menglai sells fuels.”
羅燕談論名利。Luó Yàn tánlùn mínglì.
“Luo Yan talks about fame and profit.”
羅彥壇論名利。Luó Yàntán lùn mínglì.
“Luo Yantan talks about fame and profit.”
陸岩練習育苗。Lù Yán liànxí yùmiáo.
“Lu Yan practises growing seeds.”
陸言練學育苗。Lù Yánliàn xué yùmiáo.
“Lu Yanlian practices growing seends.”
孟岩愛讀外文。Mèng Yán ài dú wàiwén.
“Meng Yan likes studying foreign languages.”
孟言艾讀外文。Mèng Yán’ài dú wàiwén.
“Meng Yanai studies foreign languages.”
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