Chinese Learners’ Acquisition of English th A studyppt课件

ChineseLearners AcquisitionofEnglish th Astudyofinterlanguagevariation D VictoriaRauProvidenceUniversity Taiwan Acknowledgements NSCVisitingScholarGrant 41169F NSCProject Style Proficiency andAttitudeinAcquisitionofPhonologybyChineseLearnersofEnglish 92 2411 H 126 002 CTLS UniversityofMinnesotaCARLA Prof ElaineTarone co author To th inkornotto s ink thatisaquestion f isthemostdifficultcontrasttodiscriminate masteredfairlylatebyEnglish speakingchildren Velleman1988 Vihman1996 Let stinkaboutdat interdentalfricativeinCajunEnglish Dubois Horvath1999 Haveyounoticed VoicelessinterdentalfricativeinEnglishhasademonstratedlanguagevariationpatterninbothL1andL2speakersThai Russian andHungarianspeakersarereportedtoreplace with t whileJapanese Korean German andEgyptianArabicL1speakerstendtosubstitute s forthetargetsound rankingofmarkednessandfaithfulness Lombardi2003 L1substitutionof th inEuropeanFrenchis s whilethatinQuebecFrenchis t Brannen2002 HowwouldChineseEnglishlearnerssolvethepronunciationproblem Tothinkortosink ThetransfervariantforproductionofEnglish is f byHongKongChinese t byMalaysia SingaporeChinese but s byChineseinTaiwan Peust1996 AmongtheCantonesespeakingChinesechildrengrowingupinCanada thesubstitutionerrorsinspelling th arepredominantly s or z ratherthan f Wang Geva2003 L1groupdoesnotuseafixedvariantcategoricallytosubstituteforthetargetvariant Howdoyouinvestigateinterlanguagevariation R Bayley D R Preston Eds 1996 SecondLanguageAcquisitionandLinguisticVariation Amsterdam Philadelphia JohnBenjaminsVARBRULprogram Robinson Lawrence Tagliamonte2001 Paolillo2002 Measuretheeffectsofmanyindependentvariablesonadichotomouslinguisticvariable QuestionOne DolearnersofEnglishfromMainlandChinaandfromHongKong Macauhavedifferentattitudesaboutthemostacceptablesubstitutesforthevoicelessinterdentalfricative Dotheirattitudesmatchtheirlinguisticbehaviorwhentheyusesubstitutesfor QuestionTwo WhatlinguisticandsocialfactorsfavoraccurateproductionoftheEnglish byChineselearners DothesefactorsdifferforspeakersfromMainlandChinaorHongKong Macau QuestionThree Canthephonologicalenvironmentsof beorderedintermsoftheirdifficultyforChineselearnersofEnglish IsthisorderthesameforlearnersfromMainlandChinaandfromHongKong Macau QuestionFour DotheprobabilityweightsforlinguisticandsocialfactorspromotingaccurateproductionofEnglish differbetweendifferentproficiencygroups Participants 15Chineseforeignstudents Male 10 Female 5 fromMainlandChinaandHongKong MacauMostlygraduatestudentsinengineering N 8 science N 4 andsocialsciences N 3 Agesrangefrom20to35withanaverageof27LORinanEnglishspeakingcountryrangesfrom3monthsto7yearswithanaverageoflessthan3yearsMostbeganlearningEnglishattheageof12 13 N 10 whiletwobeganat10 11 oneat7 andtwoat5 Tasks 1 readaloudapassage TheThreeLittlePigs 2 retellthestoryfromthepassage 3 readaloudawordlistcontainingwordswith th 4 oralinterview DependentVariable FG1 ProductionofEnglish th 1 accurateproduction0 inaccurateproduction IndependentVariables Internalfactors FG2 Wordposition1 English th occursinword initial e g think 2 English th occursinword final e g teeth 3 English th occursinmediaposition e g something FG3 Syllablestress1 English th isatonsetofastressedsyllable e g third think theory enthuse 2 English th isinonsetclusterofastressedsyllable e g three andanunstressedsyllable e g throughout 3 English th isincomplexcodaofastressedsyllable e g health 4 English th isatsimplecodaofastressedsyllable e g breath teeth earth with 5 English th isatcodaofastressedsyllable e g birthday 6 English th isatonsetofanunstressedsyllable e g nothing theoretical mathematics enthusiastic 7 English th isatcodaofanunstressedsyllable e g Wordsworth FG4 Vowelfollowinganonset th i highfrontvowel e g think theory a lowfrontvowel e g thank o backmidroundvowel e g thought diphthong r midcentralrotacizedvowel e g third reducedvowelschwa e g strengthen Catholic mathematics b lowbackvowel e g thunder d diphthong e g thousand 1 highfrontvowelafterconsonantclusterthr e g three 2 highmidvowelafterconsonantclusterthr e g threaten 3 backvowelafterconsonantclusterthr e g through throw notapplicable FG5 Vowelprecedingacoda th i highfrontvowel e g teeth e midfrontvowel e g breath a lowfrontvowel e g math u highroundvowel e g youth truth o backmidroundvowel e g moth r midcentralrhotacizedvowel e g birthday d diphthong e g mouth notapplicable FG6 Consonantprecedingacoda th l lCcoda e g wealth r rCcoda e g north n nCcoda e g strength month f fCcoda e g fifth notapplicable Externalfactors FG7 Productionaccuracyratefor th h high above90 m mid 70 90 l low below70 FG8 Oralproficiencylevelsh high advanced plus m mid advanced l low intermediate high MoreExternalFactors FG9 Nativelanguagem Mandarinc CantoneseFG10 Speechstylei intervieww wordlistp passagereadingr storyretelling FG11 AgeofacquisitionofEnglishk kindergartene elementaryschoolm middleschoolFG12 LengthofresidenceinanEnglishspeakingcountryl lessthantwoyears2 2 5years3 over5years Results H1 LearnersofEnglishfromMainlandChinaandfromHongKong Macauwillstatetheypreferdifferentsubstitutesfor andtheirspeechperformancewillmirrortheirpreferences H2 AccurateproductionofEnglish byChineselearnerscanbepredictedbyacombinationoflinguisticandsocialfactors therewillbenodifferenceinfactorsinfluencingtheaccuracyofproductionoflearnersfromMainlandChinaorHongKong Macau H3 Theorderofdifficultyofphonologicalenvironmentsof forChineselearnersofEnglishcanbepredictedbasedonVARBRULprobabilities andthisorderwillbethesameforlearnersfromMainlandChinaandfromHongKong Macau H4 TheprobabilityweightsforthelinguisticandsocialfactorspromotingaccurateproductionofEnglish willdifferindifferentproficiencygroups Howacceptabledoyoufeelitistoreplace with s soundinaword suchassree heals andsomesingforthree health andsomething respectively 1 PerfectlyAcceptable2 ModeratelyAcceptable3 SlightlyAcceptable4 Neutral5 SlightlyUnacceptable6 ModeratelyUnacceptable7 CompletelyUnacceptable AcceptabilityJudgmentTest Pleasefirstrankthefollowingfivesounds s f t and from1 mostacceptable to5 leastacceptable s f t 1Thenplacethefivesoundsonthefollowingchartinrelationtooneanother indicatinghowacceptableyoufeeleachpronunciationis 1MostAcceptable5LeastAcceptable MostAcceptableSubstitutes Mandaringroup s t f Cantonesegroup f s t IthinkprobablyalsomostchallengingfornormalHongKongpeople Idon tknowwhetherornotforallCantonesespeakers becausewearestilldifferentfromShenzhenorfromHongKong Thereisaverygoodterminbasketball thatis inbasketball ifyouhavelikeafoul somethinglikethat youhavefreethrow ok Ifyouthrowinthe thatis threepointline ifyouwerefouledbybesidethethreepointline youhavethethreefreethrows Butatthebeginning manyHongKongpeoplebeforetheycomehere oractuallyifI mtiredorI mnotthatconcentrate Ijustwouldsay Feefeefou Feefeefou Everythinglikethat AndmanyHongKongpeoplepronouncethis th likethisone f But Idon tknow forsomeChinese theyuse s Idon tknow it sverystrangetome Yes thisisverychallenging VerbalreportsofaCantoneseSpeaker FollowingvowelVARBRULweightr midcentralvowel0 646o midbackvowel0 540a lowfrontvowel0 536i highfrontvowel0 5123 Consonantclusterwithrfollowedbybackvowel0 4782 Consonantclusterwithrfollowedbyfrontmidvowel0 462b lowcentralvowel0 433d lowcentralvowel diphthong aw 0 3551 Consonantclusterwithrfollowedbyhighfrontvowel0 338 SignificantFactors i highfrontvowel0 608e midfrontvowel0 579r midcentralvowel0 493a lowfrontvowel0 455o midbackvowel0 415u highbackvowel0 356d backvowel diphthong aw 0 335 PrecedingvowelVARBRULweight SpeechstylesVARBRULweightw wordlistreading0 615p passagereading0 535i interview0 423r storyretelling0 416 Factorscontributingtoaccurateproductionof th th insyllableonsetpositionisamucheasierenvironmentthan th insyllablecodapositionFrontandmidvowelsintheimmediateenvironmentof th eitherprecedingorfollowing tendtofacilitateaccurateproductionof th SpeechstylesfollowapatternsimilartothatreportedintheliteratureLinguisticfactorsaremoreimportantthansocialfactorsininfluencingphonologicalvariation Preston2000 2002 Hierarchicalorderofphonologicalacquisitionof th th intheenvironmentofamidorfrontvowelisacquiredearlierthanthatintheenvironmentofaloworbackvowelConsonantclusterwith th intheonsetpositionismoredifficulttoacquirethansimpleonsetwith th Thefollowingvowelsaftertheconsonantclusterthr alsodemonstrateahierarchyofacquisition highmidvowel threaten highormidbackvowel through throw highfrontvowel three Teachingsyllabus Thetopthreeenvironments exemplifiedbythewordsthird teeth andbreath Withaprobabilityofaccurateproductionabove0 80 Thebottomfourenvironments exemplifiedbytruth thousand three andmouth Withaprobabilityofaccurateproductionbelow0 65 Comparisonbetweenhigh 75 vs low 75 accuracygroups Themidcentralvowel e g third isthemostfavorableenvironmentfollowing forbothgroups Weobservedamirrorimagebetweenthetwogroupsforthelowfrontvowel e g thank andthehighfrontvowel e g wealthy think Whereasbothenvironmentswerefavorableforthelowgroup theywerethelowestforthehighgroup Interviewer WhatdidyoupronouncefortheEnglish sounds Participant11 Ihavenotroublenow Iusedto Forexample thankyou Isaidsankyou Idon tknowit swrong Itwaswrong ButaftertheyImetteacherthereandcorrectedit Iohthankyou Notsank YeahEnglishteacherinCenterforlearningandteaching Yeah Theydidn ttellme inChina FollowingvowelFactorHighgroupLowgroupMidcentralvowel0 990 67Backvowel diphthong0 930 51Thr backvowel0 920 56Thr frontmidvowel0 890 58Thr highfrontvowel0 880 27Highfrontvowel0 870 68Lowfrontvowel0 830 73 PrecedingvowelFactorHighgroupLowgroupMidfrontvowel0 98 NS 0 59Lowroundvowel0 92 NS 0 47Midcentralvowel0 91 NS 0 61Highfrontvowel0 91 NS 0 78Lowfrontvowel0 90 NS 0 56Diphthong aw 0 83 NS 0 36Highbackvowel0 78 NS 0 46 SpeechstyleFactorHighgroupLowgroupWordlistreading0 970 70Passagereading0 940 62Storyreading0 860 53Interview0 760 58 Interviewer ArethereothersoundsinEnglishthatarechallenging Participant13 Likethankyou likethlike th and s Thiskindof SometimesImakesomemistakeonthat And Interviewer Whendidyourealizeyoumadeamistake Participant13 Everytime Actually actuanny Inoticed loticed itinmyhighschool ButyouknowinChinesethereisnosuchthisthissound sosometimesIjustforgottopronounce prolounce itcorrectly Becauseyoucanlookuptheinthedictionary Theyaredifferentpronunciations Theyarenoted loted inadifferentway Soyouknowthatitdifferent Butsometimesyoujustforgottosayit Isthereareliabletesttodetermineoralproficiency TOEFLACTFLproficiencyguidelinesforspeakingSpeakingPerformanceScalefortheUCLAOralProficiencyTestforNon nativeTAs Celce Murciaetal 1996 Percentagesofaccurateproductionofthetargetvariantof th Conclusion PotentialandvalidityofthevariationparadigmMethodologicalstrengthsandconstraintsOralproficiency unansweredproblemAcceptabilityJudgmentTest ausefultooltodetermineL2speechcommunity References Bayley R andPreston D R Eds 1996 SecondLanguageAcquisitionandLinguisticVariation Amsterdam JohnBenjamins Brannen K 2002 Theroleofperceptionindifferentialsubstitution CanadianJournalofLinguistics47 1 2 1 46 Celce Murcia M Brinton D M andGoodwinJ M 1996 TeachingPronunciation AReferenceforTeachersofEnglishtoSpeakersofOtherLanguages Cambridge CambridgeUniversityPress Dubois S Horvath B 1999 Let stinkaboutdat interdentalfricativeinCajunEnglish LanguageVariationandChange