From sounds to words: The relation between phonological and lexical processing of tone in L2 Mandarin
From sounds to words: The relation between phonological and lexical processing of tone in L2 Mandarin
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DOI：
10.1177/0267658320941546
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发表时间：
2020-07-20
影响因子：
2.4
通讯作者：
Gruter, Theres
中科院分区：
文献类型：
--
作者：
Ling, Wenyi;Gruter, Theres
成功的第二语言 (L2) 听力涉及学习识别区分 L2 中单词的相关声学语音维度，然后在实时理解过程中使用这些线索来访问词汇表示。当 L2 中的相关声学语音维度与 L1 中的不同时，实现这一目标尤其具有挑战性，就像英语等非声调语言的使用者在 L2 习得普通话（一种声调语言）时的情况一样。之前的研究表明，与 L1 相比，L2 中的语气被感知得不太明确（Shen 和 Froud，2019），并且在单词识别中的权重也较小（Pelzl 等人，2019）。然而，对于个体学习者层面的语气分类感知和实时 L2 单词识别中语气使用之间的联系知之甚少。本研究提供了来自 30 名普通话母语人士和 29 名母语为英语的普通话使用者的证据，他们完成了实时口语单词识别和声调识别任务。结果表明，第二语言学习者在分类感知语气的程度以及在实时理解中使用语气线索区分单词的能力方面与母语学习者有所不同。至关重要的是，在单词识别任务中仅通过语气可靠地区分不同单词的学习者在识别任务中也表现出更明确的语气感知。此外，在该组中，两项任务的表现密切相关。这提供了第一个直接证据，表明分类感知声调的能力与口语单词识别过程中声调线索的权重相关，从而有助于更好地理解音位和词汇处理之间的联系，这被认为是 L2 声调习得的关键组成部分（Wong 和 Perrachione，2007）。
Successful listening in a second language (L2) involves learning to identify the relevant acoustic-phonetic dimensions that differentiate between words in the L2, and then use these cues to access lexical representations during real-time comprehension. This is a particularly challenging goal to achieve when the relevant acoustic-phonetic dimensions in the L2 differ from those in the L1, as is the case for the L2 acquisition of Mandarin, a tonal language, by speakers of non-tonal languages like English. Previous work shows tone in L2 is perceived less categorically (Shen and Froud, 2019) and weighted less in word recognition (Pelzl et al., 2019) than in L1. However, little is known about the link between categorical perception of tone and use of tone in real time L2 word recognition at the level of the individual learner. This study presents evidence from 30 native and 29 L1-English speakers of Mandarin who completed a real-time spoken word recognition and a tone identification task. Results show that L2 learners differed from native speakers in both the extent to which they perceived tone categorically as well as in their ability to use tonal cues to distinguish between words in real-time comprehension. Critically, learners who reliably distinguished between words differing by tone alone in the word recognition task also showed more categorical perception of tone on the identification task. Moreover, within this group, performance on the two tasks was strongly correlated. This provides the first direct evidence showing that the ability to perceive tone categorically is related to the weighting of tonal cues during spoken word recognition, thus contributing to a better understanding of the link between phonemic and lexical processing, which has been argued to be a key component in the L2 acquisition of tone (Wong and Perrachione, 2007).