The Acquisition of L2 Mandarin Prosody

From experimental studies to pedagogical practice

| University of Connecticut
Hardbound – Available
ISBN 9789027243713 | EUR 95.00 | USD 143.00
 
e-Book –
ISBN 9789027267634 | EUR 95.00 | USD 143.00
 
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
https://doi.org/10.1075/bpa.1
Table of Contents
Acknowledgements
xi–xii
List of Figures
xiii–xvi
List of Tables
xvii–xviii
Chapter 1. Introduction
1–10
Chapter 2. Prosody of Mandarin Chinese and English
11–24
Chapter 3. L2 acquisition of Mandarin tones
25–44
Chapter 4. Acquisition of utterance-level prosody in L2 Mandarin Chinese
45–62
Chapter 5. Perception of Mandarin tones and intonation by American L2 learners
63–90
Chapter 6. Acquisition of Mandarin Tone 3 sandhi: Interaction of phonology, phonetics, and pedagogy
91–112
Chapter 7. Temporal cues of discourse boundaries in L1/L2 Mandarin speech
113–126
Chapter 8. Intelligibility, comprehensibility, and foreign accent in L2 Mandarin Chinese
127–140
Chapter 9. From research to practice: Training of L2 Mandarin prosody
141–152
Chapter 10. Conclusion
153–158
References
159–172
Index
173–176
Cited by

Cited by other publications

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) 51:3 ► pp. 252 ff. Crossref logo
Pelzl, Eric
2019. What makes second language perception of Mandarin tones hard?. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 54:1 ► pp. 51 ff. Crossref logo
Wewalaarachchi, Thilanga D. & Leher Singh
2016. Effects of Suprasegmental Phonological Alternations on Early Word Recognition: Evidence from Tone Sandhi. Frontiers in Psychology 7 Crossref logo
WIENER, SETH, MARJORIE K. M. CHAN & KIWAKO ITO
2020. Do Explicit Instruction and High Variability Phonetic Training Improve Nonnative Speakers’ Mandarin Tone Productions?. The Modern Language Journal 104:1 ► pp. 152 ff. Crossref logo
Wiener, Seth, Chao‐Yang Lee & Liang Tao
2019. Statistical Regularities Affect the Perception of Second Language Speech: Evidence From Adult Classroom Learners of Mandarin Chinese. Language Learning 69:3 ► pp. 527 ff. Crossref logo
Yang, Chunsheng
2019. The effect of L1 tonal status on the acquisition of L2 Mandarin tones. International Journal of Applied Linguistics 29:1 ► pp. 3 ff. Crossref logo

This list is based on CrossRef data as of 25 august 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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Subjects

Linguistics

Language acquisition
Language teaching
Sino-Tibetan languages
Phonology
Applied linguistics
BIC Subject: CF/2GDCM – Linguistics/Mandarin
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2015040656