List of figures
Chapter 3
Figure 1.
Rabbits in Mandarin teacher (left) and coffee shop worker (right) guises for the occupation judgement task
53
Figure 2.
Accuracy rates for identification of four varieties of Mandarin among Singaporean and expatriate children by school
type
55
Figure 3.
Rate of “yes” responses for teacher and coffee shop worker occupations for four Mandarin varieties among students attending
local schools in Singapore, by background
57
Figure 4.
Rate of “yes” responses for teacher and coffee shop worker occupations for four Mandarin varieties among students attending
international schools in singapore, by background
57
Figure 5.
Rate of participant use of non-standard regional Singapore Mandarin variants for dental (z, c, s), retroflex (zh, ch, sh),
and palatal (x) by background
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Figure 6.
Rate of standard variant use by accuracy of CHI identification
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Chapter 5
Figure 1.
EOQ Score range for Toronto groups
110
Figure 2.
EOQ scores for GEN 2 Toronto speakers
111
Figure 3.
Range of Cantonese production scores for GEN 1 vs. GEN 2
112
Figure 4.
Cantonese production scores for GEN 2 speakers
113
Figure 5.
Range of EOQ (part B) language preference scores
114
Figure 6.
Range of EOQ (Part C) language choice scores
114
Figure 7.
Cantonese production score vs. mean F2 of /y/
115
Figure 8.
EOQ Score vs. Mean F2 of /y/
115
Figure 9.
Cantonese production score vs. mean F2 of /u/
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Figure 10.
EOQ score vs. mean F2 of /u/
118
Chapter 6
Figure 1.
Waveform and spectrogram of the word ratón with a correct target trill
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Figure 2.
Waveform and spectrogram of the word para with a correct target tap
139
Figure 3.
Waveform and spectrogram of the word razón with a target trill pronounced as [ɹ]
139
Figure 4.
Waveform and spectrogram of the word varios with a target
tap pronounced as [l]
140
Chapter 7
Figure 1.
Baseline progressive allowed (%) by lexical aspectual verb class and adverbial context
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Figure 2.
Learner progressive allowed (%) by lexical aspectual verb class and adverbial context
191
Chapter 9
Figure 1.
Placement of corpora along the FL1–FL2 continuum
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Figure 2.
Conditional inference tree for à contexts
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Figure 3.
Conditional inference tree for au contexts
240
Figure 4.
Conditional inference tree for en contexts
241
Chapter 13
Figure 1.
L1-Catalan male production of Catalan fèrtil ‘fertile’ (F2 = 1166hz)
345
Figure 2.
L1-Spanish female production of Spanish fértil ‘fertile’ (F2 = 1578hz)
345
Figure 3.
Effect of native language group on Catalan and Spanish lateral production
348
Figure 4.
Effect of adjacent vowel coarticulation on Catalan and Spanish laterals
349
Figure 5.
Effect of syllable position on Catalan and Spanish laterals
350
Figure 6.
Effect of gender on Catalan and Spanish laterals (** = significant at 0.01 level)
351
Figure 7.
Effect of style on Catalan and Spanish laterals
351