双方言如何影响非母语语言习得:来自上海和普通话的证据

IF 2.4 2区 文学 Q1 LINGUISTICS Applied Psycholinguistics Pub Date : 2023-10-02 DOI:10.1017/s0142716423000371
Xiaoluan Liu, Paola Escudero
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引用次数: 0

摘要

摘要本研究旨在探讨双方言如何影响非母语语言的产生。我们比较了单方言普通话和双方言上海普通话使用者在发音容易和困难的美式英语元音方面的能力。结果显示,与单方言组相比,双方言组在元音共振峰的产生和简单英语元音[i]和[u]的持续时间方面具有普遍优势。然而,对于中国英语学习者来说比较难的英语元音[/]和[/],两组在准确发目标元音的共振音方面都遇到了同样的挑战。然而,双方言上海普通话的人在两个英语难元音的持续时间方面仍然优于单方言普通话的人。研究结果可以用第二语言感知(L2LP)模型来解释,并表明非母语语音习得中的双方言优势受到目标语音跨语言难度的调节。
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How bidialectalism affects non-native speech acquisition: Evidence from Shanghai and Mandarin Chinese
Abstract The current study examines how bidialectalism influences non-native speech production. We compared monodialectal Mandarin Chinese with bidialectal Shanghai-Mandarin Chinese speakers in terms of their ability to produce easy and difficult American English vowels. The results showed a general advantage for the bidialectal group compared with the monodialectal group in the production of the vowel formants and duration of the easy English vowels [i] and [u]. However, for the English vowels [ɪ] and [ʊ] known to be difficult for Chinese learners of English, both groups experienced the same challenges in terms of accurately producing the formants of the target vowels. Nevertheless, the bidialectal Shanghai-Mandarin speakers were still better than the monodialectal Mandarin speakers in the durational aspect of the two difficult English vowels. The results are explained by the Second Language Linguistic Perception (L2LP) model and suggest that the bidialectal advantage in non-native speech acquisition is subject to the modulation of cross-linguistic difficulty of the target speech sounds.
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来源期刊
CiteScore
3.90
自引率
4.80%
发文量
38
期刊介绍: Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.
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