1887
  1. Home
  2. e-Journals
  3. Journal of Second Language Pronunciation
  4. Volume 7, Issue 1
  5. Article
Volume 7, Issue 1
  • ISSN 2215-1931
  • E-ISSN: 2215-194X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study investigates how English and Mandarin speakers (1) use pitch resets and pauses to signal discourse boundaries, and (2) use pitch, duration, and intensity to indicate contrastive stress in their L1s. This study also explores how Mandarin-speaking English learners use prosodic features in L1 Mandarin and L2 English. Linear mixed-effects models showed that Mandarin and English share similarities in the forms and functions of prosody. However, Mandarin-speaking English learners did not transfer prosody usage to L2 English despite these similarities. These findings suggest that L2 prosody learning is not a typological transfer between two static language systems. Rather, it involves the interaction between two complex and dynamic prosody systems, each with its own mapping between prosodic forms and functions. Prosody teaching, therefore, should take into account the dynamic nature of prosody and compare L1 and L2 prosody in forms, meanings, and functions.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/jslp.18047.liu
2020-08-06
2023-12-09

  • From This Site

    /content/journals/10.1075/jslp.18047.liu
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Anderson-Hsieh, J., Johnson, R., & Koehler, K.
    (1992) The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning42, 529–555. doi:  10.1111/j.1467‑1770.1992.tb01043.x
     https://doi.org/10.1111/j.1467-1770.1992.tb01043.x [Google Scholar]
  2. Baddeley, A. D., & Hitch, G.
    (1974) Working memory. InG. H. Bower (Ed.), The psychology of learning and motivation (Vol.8) (pp.47–89). New York: Academic Press. doi:  10.1016/S0079‑7421(08)60452‑1
     https://doi.org/10.1016/S0079-7421(08)60452-1 [Google Scholar]
  3. Bates, D., Maechler, M., Bolker, B., & Walker, S.
    (2015) Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. doi:  10.18637/jss.v067.i01
     https://doi.org/10.18637/jss.v067.i01 [Google Scholar]
  4. Boersma, P., & Weenink, D.
    (2018) Praat: doing phonetics by computer [Computer program]. Version 6.0.37, retrieved14 March 2018fromwww.praat.org/
  5. Bolinger, D. L.
    (1961) Contrastive accent and contrastive stress. Language, 37(1), 83–96. 10.2307/411252
     https://doi.org/10.2307/411252 [Google Scholar]
  6. Buss, L., Cardoso, W., & Kennedy, S.
    (2015) Longitudinal changes in the use of paratones in L2 English speech by Mandarin speakers. Organon, 30(58). 10.22456/2238‑8915.52805
     https://doi.org/10.22456/2238-8915.52805 [Google Scholar]
  7. Brown, G.
    (1977) Listening to spoken English. London: Longman.
     [Google Scholar]
  8. Brown, G., & Yule, G.
    (1983) Discourse analysis. Cambridge: Cambridge University Press. 10.1017/CBO9780511805226
     https://doi.org/10.1017/CBO9780511805226 [Google Scholar]
  9. Celce-Murcia, M., Brinton, D., & Goodwin, J. M.
    (2010) Teaching pronunciation: A course book and reference guide, 2nd ed.New York: Cambridge University Press. doi:  10.1017/CBO9780511732928.006
     https://doi.org/10.1017/CBO9780511732928.006 [Google Scholar]
  10. Conway, A.
    (1996) Individual differences in working memory capacity: More evidence for a general capacity theory. Memory, 4(6), 577–590. doi:  10.1080/741940997
     https://doi.org/10.1080/741940997 [Google Scholar]
  11. Chen, Y., & Gussenhoven, C.
    (2008) Emphasis and tonal implementation in Standard Chinese. Journal of Phonetics, 36(4), 724–746. doi:  10.1016/j.wocn.2008.06.003
     https://doi.org/10.1016/j.wocn.2008.06.003 [Google Scholar]
  12. Chen, S.-W., Wang, B., & Xu, Y.
    (2009) Closely related languages, different ways of realizing focus. InProceedings of the Interspeech 2009 (pp.1007–1010). Brighton, UK.
     [Google Scholar]
  13. Chun, D. M.
    (1982) A contrastive study of the suprasegmental pitch in Modern German, American English, and Mandarin Chinese. Unpublished doctoral dissertation, University of California, Berkeley.
     [Google Scholar]
  14. Clennell, C.
    (1997) Raising the pedagogic status of discourse intonation teaching. ELT Journal, 51(2), 117–25. doi:  10.1093/elt/51.2.117
     https://doi.org/10.1093/elt/51.2.117 [Google Scholar]
  15. Cruz-Ferreira, M.
    (1987) Non-native interpretive strategies for intonational meaning: An experimental study. Sound Patterns in Second Language Acquisition, 36, 103–120.
     [Google Scholar]
  16. Cucchiarini, C., & Strik, H.
    (2018) Automatic speech recognition for second language pronunciation assessment and training. InO. Kang, R. I. Thomson, & M. J. Murphy (Eds.), pp.556–569. The Routledge handbook of English pronunciation. London: Routledge.
     [Google Scholar]
  17. Cucchiarini, C., Neri, A., & Strik, H.
    (2009) Oral proficiency training in Dutch L2: The contribution of ASR-based corrective feedback. Speech Communication, 51(10), 853–863. doi:  10.1016/j.specom.2009.03.003
     https://doi.org/10.1016/j.specom.2009.03.003 [Google Scholar]
  18. Cucchiarini, C., Driesen, J., Van Hamme, H., & Sanders, E.
    (2008) Recording speech of children, non-natives and elderly people for HLT applications: The JASMIN-CGN corpus. Proceedings of the 6th International Conference on Language Resources and Evaluation, LREC 2008 (pp.1445–1450).
     [Google Scholar]
  19. Derwing, T. M., Munro, M. J., & Wiebe, G.
    (1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393–410. doi:  10.1111/0023‑8333.00047
     https://doi.org/10.1111/0023-8333.00047 [Google Scholar]
  20. Derwing, T. M., & Rossiter, M. J.
    (2003) The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13(1), 1–17.
     [Google Scholar]
  21. Ding, S., Liberatore, C., Sonsaat, S., Lučić, I., Silpachai, A., Zhao, G.,… & Gutierrez-Osuna, R.
    (2019) Golden speaker builder–An interactive tool for pronunciation training. Speech Communication, 115, 51–66. doi:  10.1016/j.specom.2019.10.005
     https://doi.org/10.1016/j.specom.2019.10.005 [Google Scholar]
  22. Ellis, N. C., & Larsen-Freeman, D.
    (2009) Constructing a second language: Analyses and computational simulations of the emergence of linguistic constructions from usage. Language Learning, 59, 90–125. doi:  10.1111/j.1467‑9922.2009.00537.x
     https://doi.org/10.1111/j.1467-9922.2009.00537.x [Google Scholar]
  23. Fry, D. B.
    (1958) Experiments in the perception of stress. Language and Speech, 1(2), 126–152. doi:  10.1177/002383095800100207
     https://doi.org/10.1177/002383095800100207 [Google Scholar]
  24. Gilbert, J.
    (2014) Myth 4: Intonation is hard to teach. InL. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp.107–136). Ann Arbor, MI: University of Michigan Press. doi: 10.3998/mpub.4584330
     https://doi.org/10.3998/mpub.4584330 [Google Scholar]
  25. Grant, L.
    (2014) Prologue to the myths: What teachers need to know. InL. Grant (Ed.), Pronunciation myths: Applying second language research to classroom teaching (pp.1–33). Ann Arbor, MI: University of Michigan Press. doi:  10.3998/mpub.4584330
     https://doi.org/10.3998/mpub.4584330 [Google Scholar]
  26. Hahn, L. D.
    (2004) Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38(2), 201–223. doi:  10.2307/3588378
     https://doi.org/10.2307/3588378 [Google Scholar]
  27. Hirschberg, J., & Pierrehumbert, J.
    (1986, July). The intonational structuring of discourse. InProceedings of the 24th annual meeting on Association for Computational Linguistics (pp.136–144). Association for Computational Linguistics. 10.3115/981131.981152
     https://doi.org/10.3115/981131.981152 [Google Scholar]
  28. Ip, M. H. K., & Cutler, A.
    (2016) Cross-language data on five types of prosodic focus. Proceedings of the Speech Prosody Conference 2016 (pp.330–334). Boston, USA. doi:  10.21437/SpeechProsody.2016‑68
     https://doi.org/10.21437/SpeechProsody.2016-68 [Google Scholar]
  29. Ito, K., Speer, S. R., & Beckman, M. E.
    (2004) Informational status and pitch accent distribution in spontaneous dialogues in English. InSpeech prosody 2004, (pp.279–282). Nara, Japan.
     [Google Scholar]
  30. Jenkins, J.
    (2000) The phonology of English as an international language. Oxford, England: Oxford University Press.
     [Google Scholar]
  31. Kabagema-Bilan, E., López-Jiménez, B., & Truckenbrodt, H.
    (2011) Multiple focus in Mandarin Chinese. Lingua, 121(13), 1890–1905. doi:  10.1016/j.lingua.2011.02.005
     https://doi.org/10.1016/j.lingua.2011.02.005 [Google Scholar]
  32. Keating, P., & Kuo, G.
    (2012) Comparison of speaking fundamental frequency in English and Mandarin. The Journal of the Acoustical Society of America, 132(2), 1050–1060. doi:  10.1121/1.4730893
     https://doi.org/10.1121/1.4730893 [Google Scholar]
  33. Ladd, D. R.
    (1984) Declination: A review and some hypotheses. Phonology Yearbook, 1, 53–74. 10.1017/S0952675700000294
     https://doi.org/10.1017/S0952675700000294 [Google Scholar]
  34. (1988) Declination “reset” and the hierarchical organization of utterances. Journal of the Acoustical Society of America84 (2), 530–544. 10.1121/1.396830
     https://doi.org/10.1121/1.396830 [Google Scholar]
  35. Larsen-Freeman, D.
    (1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141–165. doi:  10.1093/applin/18.2.141
     https://doi.org/10.1093/applin/18.2.141 [Google Scholar]
  36. (2011) A complexity theory approach to second language development/acquisition. InD. Atkinson (Ed.), Alternative approaches to second language acquisition (pp.48–72). London & New York: Routledge.
     [Google Scholar]
  37. (2017) Complexity theory: The lessons continue. InL. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp.11–50). Philadelphia: John Benjamins. 10.1075/lllt.48.02lar
     https://doi.org/10.1075/lllt.48.02lar [Google Scholar]
  38. Lehiste, I.
    (1979) Perception of sentence and paragraph boundaries. InB. Lindblom, & S. Ohman (Eds.), Frontiers of speech communication research (pp.191–201). New York: Academic Press.
     [Google Scholar]
  39. (1982) Some phonetic characteristics of discourse. Studia Linguistica, 36(2), 117–130. 10.1111/j.1467‑9582.1982.tb00716.x
     https://doi.org/10.1111/j.1467-9582.1982.tb00716.x [Google Scholar]
  40. Lenth, R. V.
    (2016) Least-squares means: the R package lsmeans. Journal of Statistical Software, 69(1), 1–33. 10.18637/jss.v069.i01
     https://doi.org/10.18637/jss.v069.i01 [Google Scholar]
  41. Levis, J. M., & Muller Levis, G.
    (2018) Teaching high-value pronunciation features: Contrastive stress for intermediate learners. The CATESOL Journal, 30(1), 139.
     [Google Scholar]
  42. Levis, J., & Pickering, L.
    (2004) Teaching intonation in discourse using speech visualization technology. System, 32(4), 505–524. doi:  10.1016/j.system.2004.09.009
     https://doi.org/10.1016/j.system.2004.09.009 [Google Scholar]
  43. Levis, J., & Wichmann, A.
    (2015) English intonation-form and meaning. InM. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp.139–155). West Sussex. UK: John Wiley & Sons, Inc. doi:  10.1002/9781118346952.ch8
     https://doi.org/10.1002/9781118346952.ch8 [Google Scholar]
  44. Li, A., & Post, B.
    (2014) L2 acquisition of prosodic properties of speech rhythm: Evidence from L1 Mandarin and German learners of English. Studies in Second Language Acquisition, 36(2), 223–255. doi:  10.1017/S0272263113000752
     https://doi.org/10.1017/S0272263113000752 [Google Scholar]
  45. Menn, L., & Boyce, S.
    (1982) Fundamental frequency and discourse structure. Language and Speech, 25(4), 341–383. 10.1177/002383098202500403
     https://doi.org/10.1177/002383098202500403 [Google Scholar]
  46. Oliveira, M.
    (2002, June). The role of pause occurrence and pause duration in the signaling of narrative structure. InInternational Conference for Natural Language Processing in Portugal (pp.43–51). Springer, Berlin, Heidelberg. 10.1007/3‑540‑45433‑0_7
     https://doi.org/10.1007/3-540-45433-0_7 [Google Scholar]
  47. Oliveira Jr, M.
    (2003) Pitch reset as a cue for narrative segmentation. Evaluation, 3(4), 7–9.
     [Google Scholar]
  48. Ortega-Llebaria, M., & Colantoni, L.
    (2014) L2 English intonation: Relations between form-meaning associations, access to meaning, and L1 transfer. Studies in Second Language Acquisition, 36(2), 331–353. doi:  10.1017/S0272263114000011
     https://doi.org/10.1017/S0272263114000011 [Google Scholar]
  49. Ouyang, I. C., & Kaiser, E.
    (2015) Prosody and information structure in a tone language: An investigation of Mandarin Chinese. Language, Cognition and Neuroscience, 30(1–2): 57–72. doi:  10.1080/01690965.2013.805795
     https://doi.org/10.1080/01690965.2013.805795 [Google Scholar]
  50. Paunović, T., & Savić, M.
    (2008) Discourse intonation – Making it work. InS. Komar & U. Mozetić (Eds.), As You Write It: Issues in Literature, Language, and Translation in the Context of Europe in the 21st Century, V (1–2), 57–75. doi:  10.4312/elope.5.1‑2.57‑75
     https://doi.org/10.4312/elope.5.1-2.57-75 [Google Scholar]
  51. Pennington, M. C., & Ellis, N. C.
    (2000) Cantonese speakers’ memory for English sentences with prosodic cues. The Modern Language Journal, 84(3), 372–389. 10.1111/0026‑7902.00075
     https://doi.org/10.1111/0026-7902.00075 [Google Scholar]
  52. Pickering, L.
    (2001) The role of tone choice in improving ITA communication in the classroom. TESOL Quarterly, 35, 233–255. doi:  10.2307/3587647
     https://doi.org/10.2307/3587647 [Google Scholar]
  53. (2004) The structure and function of intonational paragraphs in native and nonnative speaker instructional discourse. English for Specific Purposes, 23(1), 19–43. doi:  10.1016/S0889‑4906(03)00020‑6
     https://doi.org/10.1016/S0889-4906(03)00020-6 [Google Scholar]
  54. Pierrehumbert, J. & Hirschberg, J.
    (1990) The meaning of intonational contours in the interpretation of discourse. InCohen, P. R., Morgan, J., & Pollack, M. E. (Eds.), Intentions in Communication (pp.271–331). Cambridge, MA: The MIT Press. doi:  10.7551/mitpress/3839.003.0016
     https://doi.org/10.7551/mitpress/3839.003.0016 [Google Scholar]
  55. R Core Team
    R Core Team (2017) R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URLhttps://www.R-project.org/
     [Google Scholar]
  56. Reed, M., & Michaud, C.
    (2005) Sound concepts: An integrated pronunciation course. New York: McGraw-Hill.
     [Google Scholar]
  57. (2015) Intonation in research and practice: The importance of metacognition. InM. Reed & J. Levis (Eds.), The handbook of English pronunciation. (pp.454–470). West Sussex: UK: John Wiley & Sons. doi:  10.1002/9781118346952.ch25
     https://doi.org/10.1002/9781118346952.ch25 [Google Scholar]
  58. Schmidt, R. W.
    (1990) The role of consciousness in second language learning1. Applied Linguistics, 11(2), 129–158. 10.1093/applin/11.2.129
     https://doi.org/10.1093/applin/11.2.129 [Google Scholar]
  59. Stockwell, R. P., Bowen, J. D., & Martin, J. W.
    (1965) The grammatical structures of English and Spanish (Vol.4). University of Chicago Press.
     [Google Scholar]
  60. Swerts, M., & Geluykens, R.
    (1994) Prosody as a marker of information flow in spoken discourse. Language and Speech, 37, 21–43. 10.1177/002383099403700102
     https://doi.org/10.1177/002383099403700102 [Google Scholar]
  61. Ward, N. G., Li, Y., Zhao, T., & Kawahara, T.
    (2016) Interactional and pragmatics-related prosodic patterns in Mandarin dialog. Proceedings of the Speech Prosody Conference 2016 (pp.1230–1234). Boston, USA. doi:  10.21437/SpeechProsody.2016‑253
     https://doi.org/10.21437/SpeechProsody.2016-253 [Google Scholar]
  62. Waugh, L. R., & Bolinger, D. L. M.
    (1980) The melody of language. University Park Press.
     [Google Scholar]
  63. Wennerstrom, A.
    (1998) Intonation as cohesion in academic discourse: A study of Chinese speakers of English. Studies in Second Language Acquisition, 20 (1), 1–25. doi:  10.1017/S0272263198001016
     https://doi.org/10.1017/S0272263198001016 [Google Scholar]
  64. (2001) The music of everyday speech: Prosody and discourse analysis. Oxford; New York: Oxford University Press. doi:  10.5860/CHOICE.39‑5642
     https://doi.org/10.5860/CHOICE.39-5642 [Google Scholar]
  65. Xu, Y.
    (1999) Effects of tone and focus on the formation and alignment of f0 contours. Journal of Phonetics27, 55–105. 10.1006/jpho.1999.0086
     https://doi.org/10.1006/jpho.1999.0086 [Google Scholar]
  66. Yip, M.
    (2002) Tone. Cambridge University Press. 10.1017/CBO9781139164559
     https://doi.org/10.1017/CBO9781139164559 [Google Scholar]
  67. Yufang, Y., & Bei, W.
    (2002) Acoustic correlates of hierarchical prosodic boundary in Mandarin. Proceedings of the ISCA International Conference on Speech Prosody 2002 (pp.707–710). Aix-en-Provence, France.
     [Google Scholar]
  68. Yule, G.
    (1980) Speakers’ topics and major paratones. Lingua, 52, 33–47. 10.1016/0024‑3841(80)90016‑9
     https://doi.org/10.1016/0024-3841(80)90016-9 [Google Scholar]
  69. Zhang, J.
    (2014) Tones, Tonal Phonology, and Tone Sandhi. InC.-T. J. Huang, Y. H. A. Li, & A. Simpson (Eds.). The handbook of Chinese linguistics. (pp.443–464). New Jersey: John Wiley & Sons. 10.1002/9781118584552.ch17
     https://doi.org/10.1002/9781118584552.ch17 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/jslp.18047.liu
Loading
Prosody transfer failure despite cross-language similarities
Journal of Second Language Pronunciation 7, 38 (2021); https://doi.org/10.1075/jslp.18047.liu
/content/journals/10.1075/jslp.18047.liu
/content/journals/10.1075/jslp.18047.liu
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): complex dynamic system; contrastive stress; pause; pitch reset; pronunciation teaching; prosody; second language acquisition; suprasegmental features

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error