Speech Production of Mandarin Lexical Tones Among Canadian Elementary Students Enrolled in Mandarin–English Bilingual Schools.
Purpose: This study investigates how Mandarin–English bilingual students in Canada produce Mandarin tones and how this is influenced by factors such as tone complexity, cross-linguistic influences, and speech input. Method: Participants were 82 students enrolled in a Chinese bilingual program in Wes...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 2; pp. 435 - 456 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Feb2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=182780479&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 182780479 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Feb2025 vid: 68 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 182780479 10.1044/2024_JSLHR-24-00150 ppf: 435 ppct: 21 formats: fmt: @attributes: type: P size: 2MB tig: atl: Speech Production of Mandarin Lexical Tones Among Canadian Elementary Students Enrolled in Mandarin–English Bilingual Schools. aug: au: Youran Lin Pollock, Karen E. Fangfang Li affil: Department of Communication Sciences and Disorders, University of Alberta, Edmonton, Canada. Department of Psychology, University of Lethbridge, Alberta, Canada. su: Canada School environment Motor ability Self-evaluation Elementary schools Psychology of school children Emotions Multilingualism Experience Students Phonetics Language acquisition Statistical models Research funding Data analysis Phonological awareness Questionnaires Logistic regression analysis Musical perception Descriptive statistics Mann Whitney U Test Speech evaluation Statistics Speech perception Data analysis software Musical pitch Regression analysis Evaluation sug: subj: School environment Motor ability Self-evaluation Elementary schools Psychology of school children Emotions Multilingualism Experience Students Phonetics Language acquisition Canada Elementary and Secondary Schools Statistical models Research funding Data analysis Phonological awareness Questionnaires Logistic regression analysis Musical perception Descriptive statistics Mann Whitney U Test Speech evaluation Statistics Speech perception Data analysis software Musical pitch Regression analysis Evaluation ab: Purpose: This study investigates how Mandarin–English bilingual students in Canada produce Mandarin tones and how this is influenced by factors such as tone complexity, cross-linguistic influences, and speech input. Method: Participants were 82 students enrolled in a Chinese bilingual program in Western Canada. Students were recruited from Grades 1, 3, and 5 and divided into two groups based on their home language backgrounds: The heritage language group had early and strong input in Mandarin, and the second language (L2) group received mostly English input at home. Single-word tone productions were audio-recorded and transcribed by Mandarin-native listeners for match (accuracy) and pattern analyses. Acoustic measurements were extracted to provide phonetic details. Results: First, Tone3 (dipping tone) was challenging across groups due to its complexity. Second, L2 students’ productions were more influenced by English as a nontonal language and showed signs of categorical confusion. Third, increased tone match rates were related to both home input and school input, but bilingual students did not reach more than 90% of match rates in Grade 5. Instead, L2 students produced phonetic features less accurately in higher grades. This was attributed to reduced pronunciation instruction and limited home input. Conclusions: Bilingual students’ speech development in a minority language indicates unique influences of home and school input but also the universal influences of tone complexity. This study provides evidence for bilingual speech theories in the suprasegmental domain and has implications for the pedagogy of a minority language in the context of bilingual education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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