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THE ACQUISITION OF THE “UNFAMILIAR VOWELS” AND “SIMILAR VOWELS” IN CHINESE BY JAPANESE LEARNERS

THE ACQUISITION OF THE “UNFAMILIAR VOWELS” AND “SIMILAR VOWELS” IN CHINESE BY JAPANESE LEARNERS. Phonetics and phonology Presenter: Athena 蔡茜伃. WANG Yunjia and DENG Dan. Theoretical background: L1 L2. CAH SLM PAM. Contrastive Analysis Hypothesize - learning transfer

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THE ACQUISITION OF THE “UNFAMILIAR VOWELS” AND “SIMILAR VOWELS” IN CHINESE BY JAPANESE LEARNERS

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  1. THE ACQUISITION OF THE “UNFAMILIAR VOWELS” AND “SIMILAR VOWELS”IN CHINESE BY JAPANESE LEARNERS Phonetics and phonology Presenter: Athena 蔡茜伃 WANG Yunjia and DENG Dan

  2. Theoretical background: L1L2 CAH SLM PAM • Contrastive Analysis Hypothesize - learning transfer • Speech Learning Model (acoustically) Flege – identical phone (相同音素); similar phone(相似音素); new phone(陌生音素) • Similarity L1L2 • Perception assimilation Model Bset ü[ y] u[ u ] equivalence classification

  3. Theoretical background : L1L2 CAH SLM Markedness • Contrastive Analysis Hypothesize - learning transfer • Speech Learning Model (acoustically) Flege – identical phone (相同音素); similar phone(相似音素); new phone(陌生音素) • Chomsky • Eckman (1991) : consonant cluster 3 vs 2 (Cantonese, Japanese, Korean as English learner ) ü[ y] u[ u ]

  4. Theoretical background : Japanese study of Chinese monophthong acquisition Chinese Japanes Other studies • . • . • new phone • similar phone • 王韞佳(2001)從感知的角度考察了韓國、日本學習者學習漢語普通話高母音音素的情況,研究結果表明,日本學習者對於普通話單母音i和ü的區分、u和ü的區分均有一定的困難。

  5. Research Question RQ: • 陳淑梅等( 2002)考察中國人對日語發音的認同感: • Based on Flege’s SLM, which from the 6 Chinese vowels are identical phones and which are new phones? • Japanese learners’ acquisition sequence of the six vowels ? • The relation between acquisition sequence, first language transfer, and markedness?

  6. Study design • 首先是通過感知評估、聲學分析和音系對比,確立相同音素、相似音素和陌生音素。 • 第二,比較學習者和母語者發音的聲學參數,初步確定各母音是否被成功習得。 • 第三,對學習者的發音進行主觀的準確度評判,目的有兩個,其一是通過母語者對學習者發音的評價,確定某一具體專案是否被成功地習得;其二是以本研究的結果與第二項研究的結果相比較,以使有關結論更為可靠。 • 第四,以第二、三項研究結果為依據,得到日本學習者對漢語普通話6個舌面單母音的習得順序。

  7. Identical phone, similar phone, new phone Perception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast • Strange (2007)認為,L1和L2語音結構相似性的確定可以從三個方面考慮: 1)發音相似性; 2)聲學相似性; 3)直接的感知評估相似性。 Perception assessment

  8. Perception assessment - method Perception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast • 12 Speaker: 6 Chinese speakers (3/3); 6 Japanese speakers (3/3) 6x6 (Chinese monophthong) x2=72 6x5 (Japanese monophthong) x2=60 • Listeners:13 Japanese native speakers (have been in China for 1 year) • Chinese learning Japanese • Similarity= number chosen as a certain Japanese V/(13x132x2); Max=1 min=0 Perception assessment

  9. Perception assessment -result

  10. Acoustic analysis - method Perception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast • CHS (Chinese Native Speaker):10(5/5) • JNS (Japanese Native Speaker) ):10(5/5) Acoustic analysis Back p. 23

  11. Acoustic analysis - method Perception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast • 元音穩定段中間點 • Bark(1980)共振峰頻率標度 • F1:+ high = B1- B0 = ΔB1 • F2: + back = B2- B1 = ΔB2 • Compare each Chinese vowel with the most similar Japanese vowel • >o.20 (B0 = f0 (基频)) Acoustic analysis Back p.16

  12. Phonological Contrast - analysis Perception assessment(Experiment 1) Acoustic analysis (Experiment 2) Phonological Contrast • u與在聲學空間上相距較遠(舌位高度和前度均有顯著差异),但在感知中的相似度卻達到了0.90 • e和在聲學空間上的距離相對較近一些(舌位高度無顯著差异),但它們在感知中的相似度卻只有0. 20。 • Strange (2007)在研究跨語言的母音相似度時也發現了聲學測量與主觀評判結果之間的不一致現象,他對此給出的解釋是,學習者在對非母語的母音進行知覺歸類時憑藉的是母語母音範疇的全部聲學變體經驗,而聲學測量的結果則受到了母音與特定輔音之間協同發音作用的影響。 Phonological Contrast

  13. hypothesis of acquisition sequence • 根據對6個舌面母音的分類以及Flege的SLM,我們可以對日本學習者的習得順序進行假設 1. iand a 2. üand e (it takes time) 3. oand u(might with accent)

  14. Acoustic analysis and subjective assessment of the pronunciation of second language learner Acoustic assessment (Experiment 3) Subjective assessment (Experiment 4) • 本實驗的目的在於對日本學習者和漢語普通話母語者所發的普通話單母音的聲學參數進行對比分析，藉以確定學習者的發音與母語者的發音有無顯著差異。 • 聲學測量的結果反映學習者和母語者在母音客觀屬性上的異同，但客觀屬性方面的差異是否具有語言學意義，即母語者對這些差異是否敏感，還需要通過感知實驗進一步確認。本實驗試圖通過普通話母語者對學習者發音的主觀評價，進一步確定學習者所發的6個普通話母音的準確程度。

  15. Acoustic analysis and subjective assessment of the pronunciation of second language learner Acoustic assessment (Experiment 3) Subjective assessment (Experiment 4) • CNS: Chinese native speaker • JL : Japanese learning Chinese (1.3y) • JEL: Japanese learning Chinese (7.2y) • Method: Same as experiment 2 Acoustic assessment

  16. Acoustic assessment - a B1 Post hoc B2 Post hoc • F ( 2, 37) = 18. 34, p = 0. 000 • J IL和JEL組的差異不顯著(p= 0. 886) ,但它們與CNS組的差異均顯著(p < 0. 05) • F (2, 37) = 2. 18, p = 0. 127 • JIL和JEL組之間的差異顯著(p= 0. 046) , JEL組的ΔB2小於JIL組 學習者的ΔB1小於母語者 學習者a的開口度比母語者小,但舌位前度與母語者沒有差別

  17. Acoustic assessment - o B1 B2 • F (2, 37) = 0. 59, p = 0. 557 • F (2, 37) = 0. 96, p = 0. 392 second language learner: wider dispersion [ uo ]

  18. Acoustic assessment - e B1 Post hoc B2 Post hoc • F (2, 37) = 2. 09,p = 0.138 • IL組與CNS組之間的差異邊緣顯著(p = 0. 065) ,前者的ΔB1大於後者,其餘兩兩之間的差異均不顯著(p > 0. 10) • F (2, 37) = 4. 70,p = 0. 015 • JIL組與CNS組的組間差異顯著(p = 0. 004) ,前者的ΔB2大於後者,其餘兩兩之間的差異不顯著(p > 0. 10) JIL組所發的e比CNS組偏低偏前

  19. Acoustic assessment - i B1 Post hoc B2 Post hoc • F (2, 37) = 2. 15, p = 0. 130 • J IL組的ΔB1與JEL組之間的差異邊緣顯著(p= 0. 096) • F (2, 37) = 0. 83, p = 0. 443 • p > 0. 10)

  20. Acoustic assessment - u B1 Post hoc B2 Post hoc • F (2, 37) = 7. 66,p = 0.002 • JIL組與CNS組之間的差異顯著(p = 0. 001), JL組的ΔB1大於母語者,其餘兩兩之間的差異不顯著 • F (2, 37) = 28.05, p=0.000 • 兩組學習者與母語者之間的差異都是顯著的(p < 0. 05),學習者的ΔB2均大於母語者;兩組學習者之間的差異也是顯著的(p = 0. 003) , JL組的ΔB2大於JEL組 JL组所发的u比母语者的u舌位偏低 發音受到了母語發音的影響,同時也可看出JEL組的發音比JL組有所進步。

  21. Acoustic assessment - ü B1 Post hoc B2 Post hoc • F (2, 37) = 2. 75, p = 0. 077 • JL組与JEL組的差異顯著(p= 0. 047) ,前者的ΔB1小於後者,其餘兩兩之間的差異不顯著 • F (2, 37) = 2. 40,p= 0. 105 • JL組與JEL組之间的差異顯著( p = 0. 035) ,其餘兩兩之間差異不顯著(p > 0. 10)

  22. Acoustic analysis and subjective assessment of the pronunciation of second language learner Acoustic assessment (Experiment 3) Subjective assessment (Experiment 4) • Material: from experiment 2 • Informed as Non-Chinese native speaker • 6 graduate students make judgment with likert scale Subjective assessment

  23. Acoustic analysis and subjective assessment of the pronunciation of second language learner Acoustic assessment (Experiment 3) Subjective assessment (Experiment 4) Subjective assessment

  24. Discussion 第一個不一致之處是JEL組a的發音。在主觀評價中它們與母語者的得分差異不顯著(p = 0. 749),但聲學分析的結果是,兩組學習者a的開口度都比母語者偏小。 • 母音a的開口度在普通話中有著比較大的自由度 • Strange (2007)認為,人們對自己母語元音的感知是建立在一個母音音位所有的聲學變體基礎之上的,根據這個觀點,普通話母语者對/ a /的開口度大小應該有著比較寬泛的自由度,因為這個母音的音位變體開口度多數都小於標準元音[ a ]。

  25. Discussion 第二個不一致是JL組i的發音。J L組的主觀評價得分與母語者差異顯著(p = 0. 005),前者的得分小於後者,而聲學分析的結果,兩組學習者所發的i的聲學空間與母語者都沒有顯著差異。 • JL組聲母(這裡存在問題的聲母是送氣塞音聲母p)發音的不完美導致了評判人對整個音節評價偏低,最終連累了韻母的準確度得分。其 • 日語音節只有一個莫拉(mora),漢語普通話的音節是兩個莫拉,因此日語音節中的“韻”比漢語普通話的韻母要短

  26. Acquisition sequence Acoustic assessment Subjective assessment conclusion • J L : i → a, o, e, ü, u • JEL : a, i, e, ü→ o, u • J L : i > a > o > e, u, ü • JEL : a, i > e, ü> o, u • Identical phone  New phone similar phone • L1 transfermarkness

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