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The Production and Identification of Mandarin Tones in Context

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The Production and Identification of Mandarin Tones in Context THE PRODUCTION AND IDENTIFICATION OF MANDARIN TONES IN CONTEXT Meng Liu Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Master of Arts in the Department East Asian Languages & Cultures Indiana University Spring 2015 Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Master of Arts. Master's Project Committee Chien-Jer Charles Lin, Chair. Natsuko Tsujimura Isabelle Darcy ii Copyright © 2015 Meng Liu iii Acknowledgments First, I want to express my immense gratitude for all of the academic support, draft revision, project coordination, and question answering from my Master's Thesis Committee, including Professor Chien-Jer Charles Lin (Committee Chair), Professor Natsuko Tsujimura, and Professor Isabelle Darcy. Moreover, I want to thank professor Jennifer Li-Chia Liu, who initially offered me the invaluable opportunity to study and teach at Indiana University, which gave me the foundation to advance my academic career here in the United States. Also, I want to thank Professor Chilin Shih, who helped me find the related research articles, and Professor Kenneth J. de Jong, and Professor Yasuko Watt, as well as Professor Wen Cao (Beijing Language and Culture University), who helped me shape this project. Second, I want to extend my gratitude to Aaron Lee Albin, who offered critical technical and personal support, and who helped me with the experimental design, DMDX scripts, and R scripts. Also, to Stephanie Dickinson (Indiana Statistical Consulting Center), who lent her talents to helping me with analyzing the statistics. Furthermore, I want to thank Lara for these past two years’ help with answering numerous questions concerning degree requirements, coursework, TA-ships, and MA projects, and Professor Scott O'Bryan for helping me forming the committee members. In addition, I want to thank my parents who have educated me on how to become a decent human being, nurtured my desire for knowledge, and persistently supported me. Also, I appreciate the everyday help from Jonathan Cox, who has greatly contributed to improving my academic English, refining my project writing, and taking care of me over these two years’ of study at IU. Finally, thanks to those people who have been a part of my life, supported me, and helped me to move forward. iv Meng Liu THE PRODUCTION AND IDENTIFICATION OF MANDARIN TONES IN CONTEXT The purpose of the thesis is to study the acoustic variation of Mandarin tones produced in context by native Mandarin speakers (Study I) and how these acoustic variations of Mandarin tones influence L2 learners’ identification of Mandarin tones (Study II). Study I revealed that both F0 contour and F0 height of the two tone sequence of disyllabic non words from L1 Chinese were influenced by both syllable position and tonal context (conflicting/compatible context). Study II tested the identification of Mandarin tones by L1 English learners of Chinese in both monosyllable and two tone sequence of disyllabic non-words by using DMDX (a software for the experimental control and timing of stimulus display); in terms of how accuracy rates, identification sensitivity, error patterns, and reaction times are influenced by tonal context, syllable position, and learning experience. This study found that both syllable position and context affected the tone identification of L1 English learners of Chinese. Tones in monosyllables were identified with the highest accuracy and sensitivity, and shortest reaction time, followed by tones in the final syllable and tones in the initial syllable. Additionally, fewer errors were made in the compatible context than the conflicting context. With more learning experience, the effect of the compatible/conflicting context decreased for both tones in the initial syllable and final syllable tasks. The identification accuracy and sensitivity of Tone 1 (H) and Tone 4 (HL) were better than Tone 2 (LH) and Tone 3 (L) among the three tasks. The confusion between Tone 2 (LH) and Tone 3 (L) was most salient. This thesis helps fill the current knowledge gap concerning L2 learners’ identification difficulty of two tone sequence of Mandarin lexical tones, caused by the acoustic variation that existed in native Mandarin speakers’ production. This new information contributes to a deeper understanding of context effect on Mandarin tone identification of L2 learners. This can benefit teachers in predicting the points of difficulty in learning Mandarin tones and assist students to improve their tone identification in context. v Table of Contents Acknowledgements………..……………..………………..……………..………………,..……iv Abstract………..……………..………………..……………..………………..………,……...…v List of Tables………..……………..………………..……………..………………..……,…… viii List of Figures………..……………..………………..……………..………………..……,……..x CHAPTER 1 INTRODUCTION………..……………..………………..……………..……,....…1 1.1 Background: Mandarin Tones………..……………..………………..……………,…...1 1.2 Purpose of the Present Study………..……………..………………..……………..……1 1.3 Organization of the Study………..……………..………………..……………..……….2 CHAPTER 2 LITERATURE REVIEW………..……………..………………..……………........3 2.1 The Production and Perception of Mandarin Lexical Tones by L1 Mandarin Speakers...3 2.2 The Acquisition of Mandarin Lexical Tones by L1 English Speakers………………….18 CHAPTER 3 STUDY I: THE PRODUCTION OF MANDARIN LEXICAL TONES IN CONTEXT BY L1 CHINESE SPEAKERS…………………………………………………..…36 3.1 Research Questions……………………………………………………………………..36 3.2 Hypothesis and predictions ……………………………………...….……………….…36 3.3 Methods…………………………………………………………………………………37 3.4 Data Analysis……………………………………………………………………..….…42 3.5 Results……………………………………………………………………….…….……43 3.6 Discussion…………………………………………………………………………….…62 CHAPTER 4 STUDY II: THE IDENTIFICATION OF MANDARIN LEXICAL TONES IN CONTEXT ……………………………………………………………………………….…..…65 4.1 Research Questions……………………………………………………………………..65 vi 4.2 Hypotheses and Expected Results…………………………………………….……..…66 4.3 Methods…………………………………………………………………………………67 4.4 Data Analysis……………………………………………………………………….…..72 4.5 Results…………………………………………………………………………...……...75 4.6 Comparison between Tasks……………………………………………………………101 4.7 Discussion……………………………………………………………………………..103 CHAPTER 5 CONCLUSION …………………………………………………………………110 References………………………………………………………………………………………112 Appendices……………………………………………………………………………………...124 Curriculum Vitae vii List of Tables Table 1: Mandarin tones .…………………… .…………………… .…….…………...…………4 Table 2: Onset and offset values of Mandarin lexical tones………………………………………4 Table 3: Monosyllabic stimuli…………………………………………………………………...38 Table 4: Disyllabic stimuli……………………………………………………………………….39 Table 5: The tonal context of tone sequence of two syllables: the conflicting and compatible contexts………………………………………………………………………………...41 Table 6: F0 value (Hz) of the tones in monosyllables……………………………………..….…44 Table 7: Correlation matrix of F0 value of tone in monosyllables………………………………45 Table 8: ANOVA results for the effects of F0 onset value of the tone in the final syllable position to the F0 tone value at five positions in the initial syllable of the sequence /ma.ja / and /ja.ma/ sequences…………………………………………………………………..……49 Table 9: Duration of the four Mandarin tones in the initial syllable……………………….……50 Table 10: ANOVA results for the effects of F0 offset value of the tone in the initial syllable position to the F0 tone value at five positions in the final syllable of the sequence /ma.ja/ and /ja.ma/ sequences.……………………………………………………...… 54 Table 11: Duration of the four Mandarin tones in the final syllable…………………………….55 Table 12: Correlation matrix between the tones in the initial syllables and the tones in the monosyllables…………………………………………………………………………57 Table 13: Correlation matrix between the tones in the final syllables and the tones in the monosyllables…………………………………………………………………………60 Table 14: Participants…………………………………………………………………….……...67 Table 15: Tasks……………………………………………………………………………….....70 viii Table 16: Coding for independent variables…………………………………………………….75 Table 17: Confusion matrix for tones in monosyllables with the percentages in parenthesese…79 Table 18: Confusion matrix for tones in the initial syllable with the percentages in parentheses………………………………………………………………………..…..87 Table19: Confusion matrix for Tone 3 in the initial syllable in Tone 3-Tone 3 combination with the percentages in parentheses. ………………………………………………….....…88 Table 20: Confusion matrix for tones in the final syllable with the percentages in parentheses...97 ix List of Figures Figure 1: Mandarin tones, recorded by a female native speaker from Beijing…………………....3 Figure 2: A schematic sketch of the Target Approximation Model (Xu, 2004)…………………..9 Figure 3: The abstraction of Mandarin tones in monosyllable……………..……………..……..44 Figure 4: Influences from the onset of final syllables to the offset of the initial syllables………47 Figure 5: Influences from the offset of the initial syllables to the onset of the final syllables…..51 Figure 6: Experimental procedure…………..……………..…………………..……………..….71 Figure 7: Accuracy of tones in monosyllables…………..……………..…………………..……76 Figure 8: Identification sensitivity of tones in monosyllables…………..……………..……..…78 Figure 9: Reaction time of tones in monosyllables…………..……………..…………………...80 Figure 10:Accuracy rate of the tones in the initial syllable…………..……………..…………...82 Figure 11: Context effects on accuracy in the initial syllable …………..……………..……..…85 Figure 12: Identification sensitivity of tones in the initial syllable…………..…………...…..…86
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