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Abstract

Abstract

This study investigated Mandarin-speaking English-as-a-foreign-language (EFL) learners’ prominence production in relation to prominence position, focus type, and proficiency. Eighty Mandarin-speaking EFL learners and 20 native English speakers read 12 question-answer pairs in English, with the questions eliciting different prominence patterns (end vs. non-end) for different focus types (broad vs. narrow). The results revealed that the phonological aspect (prominence assignment) was influenced by prominence position, focus type, and proficiency, but the phonetic aspect (phonetic realization of prominence) was affected only by prominence position. Phonologically, the learners achieved more native-like performance on end than non-end prominence, on broad than narrow focus, and their performance improved with proficiency. Phonetically, they achieved more native-like performance on end than non-end prominence and produced native-like F and intensity, but not duration. Drawing on these patterns, in teaching priorities should be given to prominence assignment over phonetic realization, non-end over end prominence, and narrow over broad focus.

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2024-11-22
2024-12-13

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Production of prominence by Mandarin‑speaking EFL learners
John Benjamins ; https://doi.org/10.1075/jslp.24010.hua
/content/journals/10.1075/jslp.24010.hua
/content/journals/10.1075/jslp.24010.hua
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  • Article Type: Research Article
Keywords: prominence position ; prominence assignment ; proficiency ; Mandarin-speaking EFL learners ; phonetic realization ; focus type

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