The Acquisition of L2 Mandarin Prosody
From experimental studies to pedagogical practice
Author
This book examines the acquisition of L2 Mandarin prosody, a less explored area in SLA. While acknowledging that tone acquisition is one of the most important aspects in acquiring L2 Mandarin phonology, the book demonstrates that phrase- and utterance-level prosody is equally important. Specifically, this book discusses the acquisition of Mandarin lexical tones and utterance-level prosody, the interaction of tones and intonation, the acquisition of Tone 3 sandhis, the temporal differences between L1 and L2 Mandarin discourse, and the relationship between intelligibility, comprehensibility and foreign accent perception in L2 Chinese. In addition, a whole chapter is exclusively devoted to the pedagogy of L2 Mandarin prosody. Studies in this book further our understanding of speech prosody in L1 and L2 and showcase the interesting interaction of phonetics, phonology, and pedagogy in SLA. This book will be of great interest to SLA researchers and graduate students, applied linguists, Chinese linguists, and Chinese practitioners.
[Bilingual Processing and Acquisition, 1] 2016. xviii, 175 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Acknowledgements | pp. xi–xii
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List of Figures | pp. xiii–xvi
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List of Tables | pp. xvii–xviii
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Chapter 1. Introduction | pp. 1–10
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Chapter 2. Prosody of Mandarin Chinese and English | pp. 11–24
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Chapter 3. L2 acquisition of Mandarin tones | pp. 25–44
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Chapter 4. Acquisition of utterance-level prosody in L2 Mandarin Chinese | pp. 45–62
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Chapter 5. Perception of Mandarin tones and intonation by American L2 learners | pp. 63–90
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Chapter 6. Acquisition of Mandarin Tone 3 sandhi: Interaction of phonology, phonetics, and pedagogy | pp. 91–112
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Chapter 7. Temporal cues of discourse boundaries in L1/L2 Mandarin speech | pp. 113–126
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Chapter 8. Intelligibility, comprehensibility, and foreign accent in L2 Mandarin Chinese | pp. 127–140
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Chapter 9. From research to practice: Training of L2 Mandarin prosody | pp. 141–152
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Chapter 10. Conclusion | pp. 153–158
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References | pp. 159–172
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Index | pp. 173–176
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2022. Review of Yang (2021): The Acquisition of Chinese as a Second Language Pronunciation: Segments and Prosody. International Journal of Chinese Linguistics 9:1 ► pp. 143 ff. 
Freeborn, Lani & John Rogers
He, Yunjuan, Qian Wang & Ratree Wayland
2016. Effects of different teaching methods on the production of Mandarin tone 3 by English speaking learners. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51:3 ► pp. 252 ff. 
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2022. Speaking in the first-person singular or plural. Interpreting. International Journal of Research and Practice in Interpreting 
Meng, Nan
Neal, Robert
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Song, Chenqing
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WIENER, SETH, MARJORIE K. M. CHAN & KIWAKO ITO
Wiener, Seth, Chao‐Yang Lee & Liang Tao
Yang, Chunsheng
Yang, Chunsheng
2021. 书评 (2018): 汉语语音习得与教学研究. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 56:2 ► pp. 168 ff. 
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Subjects
Main BIC Subject
CF/2GDCM: Linguistics/Mandarin
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching