Statistical Regularities Affect the Perception of Second Language Speech: Evidence from Adult Classroom Learners of Mandarin Chinese

Autor/inn/en	Wiener, Seth; Lee, Chao-Yang; Tao, Liang
Titel	Statistical Regularities Affect the Perception of Second Language Speech: Evidence from Adult Classroom Learners of Mandarin Chinese
Quelle	In: Language Learning, 69 (2019) 3, S.527-558 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiener, Seth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12342
Schlagwörter	Adult Students; Second Language Learning; Second Language Instruction; Mandarin Chinese; Error Analysis (Language); Syllables; Phonology; Metalinguistics; Acoustics; Word Recognition; Task Analysis; Comparative Analysis; Intonation; Error Patterns; Accuracy; Speech Communication; Oral Language + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweitsprachenerwerb; Fremdsprachenunterricht; Error analysis; Language; Fehleranalyse; Silbe; Fonologie; Metalanguage; Metasprache; Akustik; Worterkennung; Aufgabenanalyse; Fehlertyp; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This study investigated how adult second language (L2) learners of Mandarin Chinese use knowledge of phonological and lexical statistical regularities when acoustic information is insufficient for word recognition. A gating task was used to test intermediate L2 learners at two time points across a semester of classroom learning. Native Mandarin speakers (tested once) served as a control group. Mixed-effects modeling revealed that upon hearing truncated speech, L2 learners, like native speakers, identified high token frequency syllable-tone combinations more accurately than low token frequency syllable-tone combinations. Error analysis of correct syllable/incorrect tone responses revealed that native speakers made specific probability-based errors. L2 learners primarily demonstrated more acoustic-based errors but exhibited a trend toward greater probability-based errors during the second test. These findings are interpreted in light of L2 speech learning models that emphasize a statistical learning mechanism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01