Journal articles: 'Chinese language - Phonology'

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Zhang, Hang. "Dissimilation in the second language acquisition of Mandarin Chinese tones." Second Language Research 32, no. 3 (June 23, 2016): 427–51. http://dx.doi.org/10.1177/0267658316644293.

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This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical tones on adjacent syllables, especially the contour tone sequences. It is argued that the Obligatory Contour Principle (OCP) was playing a role in shaping the second language Chinese tonal phonology even though it was not learned from these speakers’ native languages, nor found widely applied in the target language. The acquisition order of tone pairs suggests an interacting effect of the OCP and the Tonal Markedness Scale. This study presents a constraint-based analysis and proposes a four-stage path of OCP sub-constraint re-ranking to account for the error patterns found in the phonological experiment.

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Sakti, Karina Fefi Laksana. "Penerapan Modul Digital Fonologi Bahasa Mandarin pada Mahasiswa Prodi Pendidikan Bahasa Mandarin Universitas Negeri Malang." Jurnal Pendidikan Bahasa 11, no. 1 (June 15, 2022): 16–23. http://dx.doi.org/10.31571/bahasa.v11i1.3552.

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The aim of this study is: (1) to describe the application of the Chinese phonology digital module to students of the Chinese Language Education Study Program, and (2) to describe the student's response to the Chinese phonology digital module. This study used the descriptive qualitative method. The data sources used in this study were students of the Mandarin Language Education Study Program, Universitas Negeri Malang. The data from this study were obtained from observations and interviews. The results of observations from this study indicate that learning activities by applying this digital module can run smoothly and according to plan. Students are enthusiastic about participating in all learning activities. In addition, students can also understand Chinese phonological material easily. Based on the interview results, it can be seen that the Chinese phonology digital module makes it easier for students to learn Chinese phonology anywhere and anytime.

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Vajda, Edward J. "The Phonology of Standard Chinese (review)." Language 79, no. 2 (2003): 435–36. http://dx.doi.org/10.1353/lan.2003.0139.

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Sagart, Laurent. "New Views on Old Chinese Phonology." Diachronica 10, no. 2 (January 1, 1993): 237–60. http://dx.doi.org/10.1075/dia.10.2.06sag.

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Shen, Xiaonan. "Phonology of the prosody of mandarin chinese." Cahiers de linguistique - Asie orientale 15, no. 1 (1986): 171–78. http://dx.doi.org/10.3406/clao.1986.1196.

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Xiaonan, Shen. "Phonology of The Prosody of Mandarin Chinese." Cahiers de Linguistique Asie Orientale 15, no. 1 (1986): 171–78. http://dx.doi.org/10.1163/19606028-90000018.

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Myers, James. "Areal script form patterns with Chinese characteristics." Written Language and Literacy 24, no. 2 (December 31, 2021): 259–83. http://dx.doi.org/10.1075/wll.00055.mye.

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Abstract It has often been claimed that writing systems have formal grammars structurally analogous to those of spoken and signed phonology. This paper demonstrates one consequence of this analogy for Chinese script and the writing systems that it has influenced: as with phonology, areal script patterns include the borrowing of formal regularities, not just of formal elements or interpretive functions. Whether particular formal Chinese script regularities were borrowed, modified, or ignored also turns out not to depend on functional typology (in morphemic/syllabic Tangut script, moraic Japanese katakana, and featural/phonemic/syllabic Korean hangul) but on the benefits of making the borrowing system visually distinct from Chinese, the relative productivity of the regularities within Chinese character grammar, and the level at which the borrowing takes place.

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Pei, Zhengwei, Yidi Wu, Xiaocui Xiang, and Huimin Qian. "The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages." English Language Teaching 9, no. 6 (May 3, 2016): 19. http://dx.doi.org/10.5539/elt.v9n6p19.

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<p>This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart in foreign language suprasegmental production. Students of high musical aptitude performed significantly better in suprasegmental production and Russian production as compared with those of low musical aptitude. Musical aptitude could exert some effects on foreign language phonological production. With the music-phonology link confirmed in this study, pedagogical implications for teaching and learning of foreign language phonology are discussed.</p>

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Coblin, W. South. "Robert Morrison and the Phonology of Mid-Qīng Mandarin." Journal of the Royal Asiatic Society 13, no. 3 (November 2003): 339–55. http://dx.doi.org/10.1017/s1356186303003134.

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AbstractRobert Morrison (1782–1834; Chinese name: Maˇ Liˇxùn) was the London Missionary Society's first representative in China and is generally viewed as the father of Protestant missionary work there. Modern scholarly interest in him has in the main focused on his role as a Bible translator (see, for example, Zetzsche 1999, especially Chapter 2). As part of his missionary activities, Morrison studied both written and spoken Chinese; and these researches yielded grammars of both Mandarin (i.e. Guānhuà “the language of the mandarins or officials”; Morrison, 1815) and Cantonese (1815: appendix, pp. 259–280), plus a major dictionary of written Chinese (1815–1823) and a smaller lexicon of Cantonese (1828). In order to transcribe spoken Chinese, Morrison developed romanisations for both Mandarin and Cantonese. These orthographic systems shed light on the pronunciation of the underlying languages as they were spoken two hundred years ago. The purpose of the present paper is to examine Morrison's romanisation of Mandarin for clues about the pronunciation of early nineteenth-century standard Chinese.

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Shen, Zhongwei. "The Phonological Characteristics of Northern Chinese of the Jin Dynasty." Bulletin of Chinese Linguistics 6, no. 2 (January 24, 2012): 95–120. http://dx.doi.org/10.1163/2405478x-90000102.

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This article analyzes the phonological characteristics of modern northern Mandarin that can be retrieved from Chinese loanwords written in the Jurchen script. The Jurchen materials used are basically the steles of the Jin dynasty. In the analyses an internal contrastive method is used to determine phonological categories to avoid circular arguments in dealing with the transcriptions between two unknown languages. The results of our analyses demonstrate that the limited Chinese loanwords in the Jurchen language actually contain critical information about the Chinese phonology of the Jin dynasty (1115-1234). The analyses of ten phonological characteristics show that Jin Chinese is clearly related to modern northern Mandarin as represented by the Beijing dialect. The phonological characteristics of Jin Chinese provide an important piece of information about the history of Mandarin before the Zhongyuan Yinyun 中原音韻 of 1324, which is commonly perceived as the earliest evidence of Mandarin phonology.

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Shapiro, Roman. "Chinese Pidgin Russian." Pidgins and Creoles in Asian Contexts 25, no. 1 (February 5, 2010): 5–62. http://dx.doi.org/10.1075/jpcl.25.1.02sha.

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The much-understudied Chinese Pidgin Russian (CPR) has existed at the Chinese–Russian border since at least the 18th century. Unlike many Western-based pidgins, it was formed in a territory where the lexifying language (Russian) was dominant. It also uses a typical inflecting language as its lexifier and an isolating language (Chinese) as its substrate. This paper considers the influence of both ‘parent’ languages at all CPR levels. The sources of CPR include: pidgin records and descriptions; ‘Russian’ textbooks compiled for the Chinese going to Russia; and works of literature depicting contacts between the Russians and indigenous peoples of Siberia, who often spoke a variety of CPR. Some of these sources are rarely accessible to Western linguists. The paper discusses all key aspects of CPR: history (both of the pidgin and its study), phonology (segmental inventory, stress, tone), morphology (verbs vs. non-verbs, final particles), syntax (syntactic roles, sentence and phrase word order, postpositions and prepositions, comparatives), and vocabulary (synonyms, loanwords, structural and semantic calques, ‘diminutive politeness’). The study provides new translations and etymologies for ‘difficult’ CPR words and sentences.

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Bassetti, Benedetta. "Orthographic input and phonological representations in learners of Chinese as a foreign language." Written Language and Literacy 9, no. 1 (July 20, 2006): 95–114. http://dx.doi.org/10.1075/wll.9.1.07bas.

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This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals’ performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phonological representations of Chinese rimes in beginner learners of Chinese as a foreign language, using a phoneme counting task and a phoneme segmentation task. Results show that learners do not count or segment the main vowel in those syllables where it is not represented in the pinyin (romanisation) orthographic representations. It appears that the pinyin orthographic input is reinterpreted according to L1 phonology–orthography correspondences, and interacts with the phonological input in shaping the phonological representations of Chinese syllables in beginner learners. This explains previous findings that learners of Chinese do not pronounce the main vowel in these syllables.

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Yum, Yen Na, and Sam-Po Law. "N170 reflects visual familiarity and automatic sublexical phonological access in L2 written word processing." Bilingualism: Language and Cognition 24, no. 4 (February 4, 2021): 670–80. http://dx.doi.org/10.1017/s1366728920000759.

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AbstractThe literature has mixed reports on whether the N170, an early visual ERP response to words, signifies orthographic and/or phonological processing, and whether these effects are moderated by script and language expertise. In this study, native Chinese readers, Japanese–Chinese, and Korean–Chinese bilingual readers performed a one-back repetition detection task with single Chinese characters that differed in phonological regularity status. Results using linear mixed effects models showed that Korean–Chinese readers had bilateral N170 response, while native Chinese and Japanese–Chinese groups had left-lateralized N170, with stronger left lateralization in native Chinese than Japanese–Chinese readers. Additionally, across groups, irregular characters had bilateral increase in N170 amplitudes compared to regular characters. These results suggested that visual familiarity to a script rather than orthography-phonology mapping determined the left lateralization of the N170 response, while there was automatic access to sublexical phonology in the N170 time window in native and non-native readers alike.

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Hang, Xiaoya, and Xun Li. "Markedness in negative interlingual transfer: analysis of the productive skills of Chinese." BCP Business & Management 20 (June 28, 2022): 578–83. http://dx.doi.org/10.54691/bcpbm.v20i.1034.

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Language transfer is essential in foreign language learning which can make influence on the second language acquisition positively and negatively. This study is focused on the negative transfer which always has connection with the differences in the linguistic features of two languages. Features in language can be regarded as having the characteristic of markedness. Unmarked features are natural and easy-memorizing but marked features might be more effort-needed to manage. In order to figure out why Chinese students having trouble learning English, based on the data collection and other research, the detailed linguistic analysis is provided in this essay. The thesis statement will concentrate on five linguistic aspects: 1) Phonology, 2) Lexicon, 3) Syntax, 4) Semantics, and 5) pragmatics. Phonemes and tones will be introduced in phonology. Lexicon and syntactical differences are included in part two. Some semantic components will be featured with markedness and the way and attitudes which people represent feelings pragmatically will be discussed in the end. The comparison between Chinese and English is given and markedness is also concluded in each part of the features through this essay. According to the analysis and the conclusion could be given that negative transfer occurred in each aspect of language acquisition and more attention are needed for L2 learners to avoid making mistakes.

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Lin, Yen-Hwei. "San Duanmu (2000). The phonology of Standard Chinese. Oxford: Oxford University Press. Pp. xv+300." Phonology 18, no. 3 (December 2001): 458–63. http://dx.doi.org/10.1017/s0952675701004195.

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This new addition to the series on the phonology of the world's languages edited by Jacques Durand is the most comprehensive study of the synchronic phonology of Standard Chinese (or Standard Mandarin) since the publication of Cheng's (1973) monograph. Duanmu provides a detailed description of the phonological facts in Standard Chinese (henceforth SC), some of which are new or little studied before, offers new perspectives on old problems and proposes a theoretical analysis of these facts in current frameworks such as feature geometry, metrical phonology and Optimality Theory. The main innovation and, in my opinion, the most significant contribution of this book is the extensive coverage of stress (or metrical structure) and its influence on the order and length of compound words. The role of metrical structure is also extended to the analysis of some long-standing problems of the well-known tone 3 sandhi process. Claiming the existence of stress and its importance to understanding the interaction of phonology and morphosyntax in SC may come as a surprise to some readers since SC is not a stress language and its phonetic stress is notoriously difficult to detect. The proposed metrical analysis, nonetheless, is innovative and convincingly argued, and has clearly established the phonological relevance of metrical structure for SC.

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WANG, MIN, CHEN YANG, and CHENXI CHENG. "The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition." Applied Psycholinguistics 30, no. 2 (April 2009): 291–314. http://dx.doi.org/10.1017/s0142716409090122.

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ABSTRACTThis study investigated the concurrent contributions of phonology, orthography, and morphology to biliteracy acquisition in 78 Grade 1 Chinese–English bilingual children. Conceptually comparable measures in English and Chinese tapping phonological, orthographic, and morphological awareness were administered. Word reading skill in English and Chinese was also tested. We found that cross-language phonological and morphological transfer occurs when acquiring two different writing systems. Chinese tone and onset awareness explained a significant amount of unique variance in English real-word reading after controlling for English-related variables. Chinese onset awareness alone made a significant unique contribution to variance in English pseudoword reading. Furthermore, English compound structure awareness explained unique variance in Chinese character reading. However, we did not see a significant cross-language transfer at the orthographic level. Taken together, these results suggest that there are shared phonological and morphological processes in bilingual reading acquisition, whereas the orthographic process may be language specific.

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Yin, Wengang, Shengxi He, and Brendan Stuart Weekes. "Acquired Dyslexia and Dysgraphia in Chinese." Behavioural Neurology 16, no. 2-3 (2005): 159–67. http://dx.doi.org/10.1155/2005/323205.

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Understanding how the mappings between orthography and phonology in alphabetic languages are learned, represented and processed has been enhanced by the cognitive neuropsychological investigation of patients with acquired reading and writing disorders. During the past decade, this methodology has been extended to understanding reading and writing in Chinese leading to new insights about language processing, dyslexia and dysgraphia. The aim of this paper is to review reports of patients who have acquired dyslexia and acquired dysgraphia in Chinese and describe the functional architecture of the reading and writing system. Our conclusion is that the unique features of Chinese script will determine the symptoms of acquired dyslexia and dysgraphia in Chinese.

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Sims, Nathaniel. "Workshop on recent advancements in Old Chinese historical phonology." Linguistics of the Tibeto-Burman Area 39, no. 1 (June 27, 2016): 177–78. http://dx.doi.org/10.1075/ltba.39.1.08sim.

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Frajzyngier, Zygmunt, Natalia Gurian, and Sergei Karpenko. "Emerging Phonology Under Language Contact: The Case of Sino-Russian Idiolects." Journal of Language Contact 14, no. 2 (December 14, 2021): 264–303. http://dx.doi.org/10.1163/19552629-14020009.

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Abstract The main aim of this study is to examine what kind of phonological system emerges because of language contact wherein adult speakers of L1 (Chinese) attempt to speak L2 (Russian) without any previous instruction in L2. The main findings of this study are as follows: a) The speakers of L1 largely adopt the phonetic inventory and phonotactics of L2 and b) the only underlying (distinctive) features in the emerging phonological system are those of place of articulation while voicing plays no distinctive role in the emerging phonological system of Chinese speakers. Moreover, the speakers of L1 faithfully replicate the stress system of L2, even though L1 (Chinese) is a tonal language and L2, Russian, is a stress language. The most important finding of this study is that speakers of L1 discern the entity ‘word’ in L2. The emerging phonological system is geared towards assuring the identifiability of words in L2 rather than towards consistency of phonological rules.

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Gong, Xun. "Nasal Preinitials in Tangut Phonology." Archiv orientální 89, no. 3 (January 16, 2022): 443–82. http://dx.doi.org/10.47979/aror.j.89.3.443-482.

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Gong Hwang-cherng proposed that the Tangut language has a distinction between short and long vowels. To date, however, no reliable correlates have been found regarding the actual phonological nature of the distinction. A careful examination of Chinese loanwords in Tangut and Sino-Tangut pronunciation reveals that the “vowel length” distinction should be revised to that of the presence vs. absence of a nasal preinitial. The pair “weed” vs. “tomb,” borrowed respectively from Chinese 蒲 bu and 墓 muH (the latter from a Northwest-type reflex with *mb-), hitherto reconstructed as buʶÅ {buÅ} vs. buʶ¹ {bu¹}, should be revised to buʶ¹ vs. mbuʶ². The reconstructed nasal preinitial not only has a close typological parallel in Modern West Rgyalrongic, but is equally reflected in other sources of evidence, most strikingly Sanskrit transcription and fǎnqiè. The revision solves a large number of problems in the historical phonology of Tangut, though not without raising some new ones, especially in connection with the treatment of Proto-Rgyalrongic preinitials before nasals.

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Sukarto, Aprilia Ruby Wikarti, Elizabeth Renata, and Silvia Moira. "Contrastive Analysis between Chinese and Indonesian Phonology and Implementation on Conversation Class." International Journal of Culture and Art Studies 3, no. 1 (September 29, 2019): 1–14. http://dx.doi.org/10.32734/ijcas.v3i1.1390.

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This study aims to find out the phonological characteristics of Indonesian Language and Mandarin language, their impact and application in learning Chinese conversations. This study will use descriptive comparative methods and surveys. Based on the data obtained, there are differences in the pronunciation of single Indonesian and Chinese vowels, namely vowel [y], [ɣ], [i]. Mandarin has triftong, which is [iou], [iao]. The consonants of Indonesian and Mandarin have similarities, but the pronunciation is different. The consonant of Indonesian is not distinguished from no aspirations and aspirations, based on no voices and voices. In suprasegmental features, such as tons, intonation, pressure, pauses, Mandarin is one of the tonal languages, whereas Indonesian is not a tonal language. In Indonesian, the pressure functions to distinguish meaning in the sentence level, but does not distinguish meaning at the word level. Whereas in Mandarin, the pressure is divided into word pressure and sentence pressure. In Indonesian, intonation plays an important role when distinguishing the meaning of sentences. Whereas in Mandarin, the rules for pronunciation of intonation are not strict. Pause in Indonesian and Mandarin, marked by the use of signs. The results of this study can help teachers determine and use appropriate learning techniques so that they can help, facilitate the needs, demands, and goals of students in pronunciation.

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AU, TERRY KIT-FONG, WINNIE WAILAN CHAN, LIAO CHENG, LINDA S. SIEGEL, and RICKY VAN YIP TSO. "Can non-interactive language input benefit young second-language learners?" Journal of Child Language 42, no. 2 (April 7, 2014): 323–50. http://dx.doi.org/10.1017/s0305000913000627.

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ABSTRACTTo fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed.

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Kim Jong-Chan and 黃平文. "Zhuang Language Contact with Chinese and Resulting Changes in Zhuang Phonology." Journal of Chinese Language and Literature ll, no. 32 (March 2007): 69–91. http://dx.doi.org/10.26586/chls.2007..32.004.

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Jiugen, Xiao, and Xie Lu. "Combine Common Language with Dialect, Promote the Popularization of Chinese Phonology." Science Innovation 8, no. 5 (2020): 144. http://dx.doi.org/10.11648/j.si.20200805.15.

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Sagart, Laurent. "PHONOLOGIE ET LEXIQUE D'UN DIALECTE GAN : SHANGGAO." Cahiers de Linguistique Asie Orientale 18, no. 2 (March 12, 1989): 183–227. http://dx.doi.org/10.1163/19606028-90000315.

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Zhang, Shiqing. "Revisiting a Long-Lasting Legacy." Iris Journal of Scholarship 2 (July 12, 2020): 159–73. http://dx.doi.org/10.15695/iris.v2i0.4826.

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This review of literature will address the influences of knowledge of Chinese characters on the reading development of English. This question stems from an increasing number of children of Chinese heritage enrolling in school in the U.S. who wish to gain biliteracy in English and Chinese. On the one hand, bilingualism is acknowledged to be beneficial to young readers’ language and cognitive development. However, on the other hand, the logographic nature of Mandarin Chinese makes it difficult for many educators in the country who only know alphabetic languages like English and Spanish to understand how Chinese-English bilingual readers reconcile two different systems and envision what support they may need. This review will primarily focus on the basics of Mandarin Chinese and developmental models of the two languages to examine how proficiency in Chinese can transfer to and facilitate the reading development of English. Departing from the comparison and contrast between linguistic features and developmental models of the two languages, this review will investigate contributions of Chinee characters to English word reading at the levels of cognition, morphology, and phonology. While Chinese characters as logograms demand predominantly morphological knowledge than phonological awareness from readers, it is phonological awareness that contributes most to reading English words among beginning readers in kindergarten and first grade.

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Lin, Jo-wang. "Lexical government and tone group formation in Xiamen Chinese." Phonology 11, no. 2 (August 1994): 237–75. http://dx.doi.org/10.1017/s0952675700001962.

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The study of the relation between syntactic structure and phonological representation has attracted the attention of many phonologists in the past few years. One important contribution to this field of study is Chen's (1987) work on Xiamen Chinese tone sandhi domains. He suggests that the syntax–phonology relation appeals to syntactic information such as category types and the edges of syntactic bracketings. This insight has been further elaborated in the general theory of the syntax—phonology relation of Selkirk (1986). In this theory, the relation between syntactic structure and prosodic structure above the foot and below the intonational phrase is defined in terms of the edges of syntactic constituents of designated types. More precisely, this theory incorporates two hypotheses. One is that there are designated category types in syntactic structure with respect to which one end (Right or Left) of the designated category is relevant in the formulation of a prosodic constituent C, which extends from one instance of the appropriate end (R/L) of the designated category to the next. This hypothesis has been called the End Parameter.

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Leong, Che Kan. "Phonological development in specific contexts: Studies of Chinese-speaking children. Zhu Hua. Cleveden, UK: Multilingual Matters, 2002, Pp. 218." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 168–71. http://dx.doi.org/10.1017/s0142716403230083.

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Phonology is usually explained as the study of speech sounds and their patterns and functions in the lexical representation of speakers of languages (Kenstowicz, 1994; Spencer, 1996). Some years ago the question, “Where's phonology?” was raised by Macken (1992) in the context of the large concern with the phonetics of acquisition and the conception of phonological acquisition as acquisition of phonetics. This division between phonology and phonetics may be traced to the work of the Prague School of Trubetzkoy (1939/1969) and earlier. Macken proposed a relatively autonomous phonological component, with perceptual, articulatory, and phonological-based abstract rules and principles, to account for learners' lexical representation and suggested a hierarchy of prosodic words, segments, and features as the basis of phonological acquisition (Macken, 1979, 1992). Recent emphasis is on the interaction among phonology, phonetics, and psychology, and this integrative approach has implications for studying common crosslinguistic speech sound patterns (Ohala, 1999). Phonology is further seen as addressing the questions of rules and representations, which may apply to “compute the phonetic representation” within the framework of universal grammar (Kenstowicz, 1994, p. 10).

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Duanmu, San. "Metrical and Tonal Phonology of Compounds in Two Chinese Dialects." Language 71, no. 2 (June 1995): 225. http://dx.doi.org/10.2307/416163.

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Xu, Yaoda, Alexander Pollatsek, and Mary C. Potter. "The activation of phonology during silent Chinese word reading." Journal of Experimental Psychology: Learning, Memory, and Cognition 25, no. 4 (1999): 838–57. http://dx.doi.org/10.1037/0278-7393.25.4.838.

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Zhang, Hang, and Yirui Xie. "Coarticulation effects of contour tones in second language Chinese." Chinese as a Second Language Research 9, no. 1 (April 28, 2020): 1–30. http://dx.doi.org/10.1515/caslar-2020-0001.

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AbstractThis study tests for evidence of tonal coarticulation effects, especially anticipatory effects, in production of non-native Chinese contour tones. Eighty second language learners of Chinese and ten native speakers participated in a main experiment and two supplementary experiments in which they produced both real and pseudo disyllabic words. Findings indicate that anticipatory coarticulation is relevant in L2 contour tone production. L2 speakers’ Tone 2 and to some extent Tone 4 tend to be less intelligible to native listeners when followed by tones starting with a high onset (Tone 1 or Tone 4) due to anticipatory coarticulation. Some similar and different tonal coarticulation effects between native Chinese speakers and second language learners of Chinese are also noted in the paper based on the experiment results. This study argues that a ‘universal’ coarticulatory constraint plays a role in shaping second language Chinese tone phonology.

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Zhou, Xiaolin, and William Marslen-Wilson. "Phonology, Orthography, and Semantic Activation in Reading Chinese." Journal of Memory and Language 41, no. 4 (November 1999): 579–606. http://dx.doi.org/10.1006/jmla.1999.2663.

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Jacques, Guillaume. "The lateralization of labio-dorsals in Hmongic." Folia Linguistica 55, s42-s2 (October 14, 2021): 493–509. http://dx.doi.org/10.1515/flin-2021-2022.

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Abstract This paper provides support for Ratliff’s hypothesis of a highly unusual shift from labio-dorsal to lateral affricates in some Hmongic languages. It proposes that this shift, which results from a series of sound changes, constitutes evidence for positing a ‘Tlowic’ subgroup within Hmongic. In addition, it disproves attempts to use correspondences between Chinese labiovelars and Hmongic lateral affricates in borrowings as evidence to revise Chinese historical phonology.

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Zhao, Jianjun, and Dazuo Wang. "Review of Zhang (2020): Contrastive Studies of English and Chinese Phonology." International Journal of Chinese Linguistics 8, no. 2 (December 31, 2021): 345–52. http://dx.doi.org/10.1075/ijchl.21010.zha.

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Hu, Xuhui, and J. Joseph Perry. "The syntax and phonology of non-compositional compounds in Yixing Chinese." Natural Language & Linguistic Theory 36, no. 3 (November 20, 2017): 701–42. http://dx.doi.org/10.1007/s11049-017-9386-8.

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Li, Xiaqing. "Application of Radial Categories to the Second Language Learning of Chinese Learners." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 972. http://dx.doi.org/10.17507/tpls.0605.09.

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As a relatively new discipline which raised in the 20th century Cognitive linguistics has gradually become the mainstream in the development of recent decades. In cognitive linguistics some major theories related with language teaching and learning are construal, categorization, encyclopedic knowledge, symbol, metaphor, and metonymy. In this paper being based on the theory of radial categories the author turns attention to second language learning to explore implications of performance of vocabulary, morphemes, grammar rules, phonology, and intonation in radial categories in the second language learning.

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Chen, Yiping, Shimin Fu, Susan D. Iversen, Steve M. Smith, and Paul M. Matthews. "Testing for Dual Brain Processing Routes in Reading: A Direct Contrast of Chinese Character and Pinyin Reading Using fMRI." Journal of Cognitive Neuroscience 14, no. 7 (October 1, 2002): 1088–98. http://dx.doi.org/10.1162/089892902320474535.

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Chinese offers a unique tool for testing the effects of word form on language processing during reading. The processes of letter-mediated grapheme-to-phoneme translation and phonemic assembly (assembled phonology) critical for reading and spelling in any alphabetic orthography are largely absent when reading nonalphabetic Chinese characters. In contrast, script-to-sound translation based on the script as a whole (addressed phonology) is absent when reading the Chinese alphabetic sound symbols known as pinyin, for which the script-to-sound translation is based exclusively on assembled phonology. The present study aims to contrast patterns of brain activity associated with the different cognitive mechanisms needed for reading the two scripts. fMRI was used with a block design involving a phonological and lexical task in which subjects were asked to decide whether visually presented, paired Chinese characters or pinyin “sounded like” a word. Results demonstrate that reading Chinese characters and pinyin activate a common brain network including the inferior frontal, middle, and inferior temporal gyri, the inferior and superior parietal lobules, and the extrastriate areas. However, some regions show relatively greater activation for either pinyin or Chinese reading. Reading pinyin led to a greater activation in the inferior parietal cortex bilaterally, the precuneus, and the anterior middle temporal gyrus. In contrast, activation in the left fusiform gyrus, the bilateral cuneus, the posterior middle temporal, the right inferior frontal gyrus, and the bilateral superior frontal gyrus were greater for nonalphabetic Chinese reading. We conclude that both alphabetic and nonalphabetic scripts activate a common brain network for reading. Overall, there are no differences in terms of hemispheric specialization between alphabetic and nonalphabetic scripts. However, differences in language surface form appear to determine relative activation in other regions. Some of these regions (e.g., the inferior parietal cortex for pinyin and fusiform gyrus for Chinese characters) are candidate regions for specialized processes associated with reading via predominantly assembled (pinyin) or addressed (Chinese character) procedures.

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Sagart, Laurent, and Xu Shixuan. "History through loanwords: The loan correspondences between Hani and Chinese." Cahiers de Linguistique Asie Orientale 30, no. 1 (February 27, 2001): 3–54. http://dx.doi.org/10.1163/19606028-03001002.

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The stratification of Chinese loanwords into Dazhai Hani, a Tibeto-Burman language, has been studied. The basic principles (principle of coherence; extended principle of coherence) guiding analysis are presented in a methodological section. Two main strata of borrowings from SW Mandarin, a modern layer reflecting the phonology of Lüchun Mandarin, and the other from another, earlier source (contemporary with the introduction of the potato and tobacco), are distinguished. A set of early Chinese borrowings is also identified but the sound correspondences in that layer are incomplete. The words for 'eggplant' and 'tea' are shared with Chinese but appear to be Tibeto-Burman loanwords to Chinese rather than the opposite.

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WÁNG, Zhì Hào. "A linguistic study on rhyming in the Beijing dialect/ 北京歌谣押韵的语言学研究." Cahiers de Linguistique Asie Orientale 49, no. 1 (June 5, 2020): 21–42. http://dx.doi.org/10.1163/19606028-bja10003.

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Abstract Rhyming plays an important role in the study of Chinese phonology. Traditionally it is believed that there are two types of rhyming between finals: free rhyming and mixed rhyming. Finals which rhyme with each other freely constitute a rhyme group, while the rhyming between finals from different rhyme groups can only be mixed rhyming. By analyzing the rhyming in the modern Beijing dialect using a statistical method, we find a third type: semi-free rhyming, which is close to free rhyming. As a whole, these two types can be called pan-free rhyming. Thus, the definition of rhyme group must be revised as the maximum unit of pan-free rhyming, because free rhyming is no longer a transitive relation, i.e., when both final pairs A–B and B–C are free rhyming, A–C may be semi-free rhyming. As for the Beijing dialect, our statistical test results approve that non-érhuà finals are divided into 15 rhyme groups, and subsequent phonological analyses show that words in the same rhyme group share the same nucleus and coda. Besides finals, tones also function apparently in rhyming, but in a different way from the three types mentioned above. As more Chinese dialects are studied, the typology of rhyming in Chinese dialects can be analyzed, creating a useful reference for the study of Chinese historical phonology.

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Zhang, Juan, Chenggang Wu, Tiemin Zhou, and Yaxuan Meng. "Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals." International Journal of Bilingualism 23, no. 2 (January 10, 2018): 553–66. http://dx.doi.org/10.1177/1367006917749062.

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Aims: The present study aims to examine the cross-script cognate facilitation effect that cognates have processing advantages over non-cognates and this effect is strong evidence supporting the non-selective access hypothesis for bilinguals. Methodology: By adopting a masked translation priming paradigm, Experiment 1 used 48 Chinese–English cognates (Chinese words) and 48 non-cognates (Chinese words) as primes and their English translation equivalences as targets. Chinese–English bilinguals were instructed to judge whether the target stimuli were real words or not. In Experiment 2, another group of participants took the same lexical decision task as in Experiment 1, except that English–Chinese cognates and non-cognates (English words) served as primes and their Chinese translation equivalences were targets. Data and analysis: Response latency and accuracy data were submitted to a repeated-measures analysis of variance. Findings/conclusions: Experiment 1 showed that Chinese–English cognates (Chinese words) and non-cognates (Chinese words) produced similar priming effect, while Experiment 2 revealed that English–Chinese cognates (English words) generated a significant priming effect, whereas non-cognates (English words) failed to induce any priming effect. Overall, Chinese words did not show cognate advantage, while English words produced a significant cognate facilitation effect. These results might be attributed to different mappings from orthography to phonology in English and Chinese. Opaque mapping from orthography to phonology in Chinese hindered phonological activation and reduced Chinese–English cognate phonological priming effect. However, English–Chinese cognates benefited from transparent mapping from sound to print and thus generated a significant phonological priming effect. Implications of the current findings for bilingual word recognition models were discussed. Originality: The present study is the first to investigate the cross-script cognate facilitation effect by ensuring both the heterogeneity of primes and targets (English and Chinese) and the homogeneity of primes (Chinese or English). The results indicated that the writing systems of the primes constrained the cross-script cognate priming effect.

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Ding, Picus S., and Jerome Packard. "New Approaches to Chinese Word Formation: Morphology, Phonology, and the Lexicon in Modern and Ancient Chinese." Language 75, no. 2 (June 1999): 396. http://dx.doi.org/10.2307/417297.

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Chan, Marjorie K. M. "Prelinked and Floating Glottal Stops In Fuzhou Chinese." Canadian Journal of Linguistics/Revue canadienne de linguistique 35, no. 4 (December 1990): 331–49. http://dx.doi.org/10.1017/s000841310001392x.

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Numerous interesting problems in the phonology of different dialects of Chinese tend to be buried in Chinese-language sources, or have not yet gained the attention of phonologists in general. One such case is the final glottal stop in modern Fuzhou, with respect to its behaviour synchronically and its historical origins. The final glottal stop came from two earlier sources, *-k and *-?. While *-k has completely merged with *-? in stressed syllables, evidences of the earlier contrast can still be found in the modern dialect — in how it behaves in more weakly stressed syllables in tone sandhi spans, and in its effect on adjacent consonants. It is proposed here that the continued relevance of the former phonological contrast can be accounted for by treating the final glottal stop from *-k as a prelinked glottal stop, and the one from *-? as a floating segment within the autosegmental approach. In this paper I will trace the history of these two codas, as well as address the implications that the differences in representation have with respect to subsequent changes in the language. I will conclude with a discussion of other languages for which a floating glottal stop solution has been offered.

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Hou, Peng. "Spelling Errors in Thai Made by Chinese Students Learning Thai as a Foreign Language." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 358–74. http://dx.doi.org/10.1163/26659077-02203005.

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When learning a foreign language, it is important to learn how to spell accurately as it is crucial for communication. To spell Thai language accurately is challenging for both native and foreign learners of Thai. However, studies that address spelling errors made by foreign learners of Thai are rare. The purpose of this paper is to analyze patterns and causes behind spelling errors made by Chinese students learning Thai as a foreign language. Data was taken from thirty Chinese students who took part in a Thai language composition writing and dictation task. The results suggest that the main spelling problem for Chinese students is spelling Thai vowels (37.5%), followed by initial consonants (20.7%), final consonants (20.4%), unpronounced letters (18.0%), tone markers (2.2%), and others (1.2%). In terms of underlying causes of spelling errors, irregularities in Thai language and interference from Chinese phonology are the two main causes for their spelling errors. Moreover, carelessness, differences between the Chinese and Thai writing systems, and influence from Thai native speakers also account for some of the spelling errors produced among the Chinese students.

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Zhang, Sulan, Charles A. Perfetti, and Hui Yang. "Whole word, frequency-general phonology in semantic processing of Chinese characters." Journal of Experimental Psychology: Learning, Memory, and Cognition 25, no. 4 (1999): 858–75. http://dx.doi.org/10.1037/0278-7393.25.4.858.

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Zhang, Lawrence. "Awareness-Raising in the TEFL Phonology Classroom." ITL - International Journal of Applied Linguistics 145-146 (2004): 219–68. http://dx.doi.org/10.2143/itl.145.0.562915.

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This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.

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Nohara, Masaki. "Old Chinese “west”: *snˤər." Language and Linguistics / 語言暨語言學 19, no. 4 (October 10, 2018): 577–91. http://dx.doi.org/10.1075/lali.00021.noh.

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Abstract This article aims to reconstruct the word “west” in Old Chinese phonology. In previous studies, since there was no sufficient evidence besides Chinese dialects, phonetic compounds, and phonetic loans, most scholars reconstructed its onset as *s-. One of the oldest dictionaries, Shuōwén jiězì 說文解字, includes two other written forms of 西 xī “west,” 卥 (Gǔwén 古文) and 卤 (Zhòuwén 籀文). This paper re-examines the reconstruction of the word 西 xī “west” and investigates the word 訊 xùn “to interrogate” seen in excavated documents. According to the Shuōwén, 訊 xùn also had another written form ( ), which has the old form of 西 xī (卥). In other words, 西 xī and 訊 xùn must have had Xiéshēng connections (諧聲關係) at the time. Based on the resources from excavated documents such as oracle bone inscriptions and bronze scripts, 訊 xùn credibly has the character 人 rén as the phonetic element. This implies that 訊 xùn should have had the onset *sn- at the time; hence, it is concluded that the word “west” also had the onset *snˤ- in Old Chinese as well.

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Yu, Luodi, Jiajing Zeng, Suiping Wang, and Yang Zhang. "Phonetic Encoding Contributes to the Processing of Linguistic Prosody at the Word Level: Cross-Linguistic Evidence From Event-Related Potentials." Journal of Speech, Language, and Hearing Research 64, no. 12 (December 13, 2021): 4791–801. http://dx.doi.org/10.1044/2021_jslhr-21-00037.

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Purpose: This study aimed to examine whether abstract knowledge of word-level linguistic prosody is independent of or integrated with phonetic knowledge. Method: Event-related potential (ERP) responses were measured from 18 adult listeners while they listened to native and nonnative word-level prosody in speech and in nonspeech. The prosodic phonology (speech) conditions included disyllabic pseudowords spoken in Chinese and in English matched for syllabic structure, duration, and intensity. The prosodic acoustic (nonspeech) conditions were hummed versions of the speech stimuli, which eliminated the phonetic content while preserving the acoustic prosodic features. Results: We observed language-specific effects on the ERP that native stimuli elicited larger late negative response (LNR) amplitude than nonnative stimuli in the prosodic phonology conditions. However, no such effect was observed in the phoneme-free prosodic acoustic control conditions. Conclusions: The results support the integration view that word-level linguistic prosody likely relies on the phonetic content where the acoustic cues embedded in. It remains to be examined whether the LNR may serve as a neural signature for language-specific processing of prosodic phonology beyond auditory processing of the critical acoustic cues at the suprasyllabic level.

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Simmons, Richard VanNess. "The Evolution of the Chinese Sìhū 四呼 Concept of Syllable Classification." Historiographia Linguistica 43, no. 3 (December 16, 2016): 251–84. http://dx.doi.org/10.1075/hl.43.3.01sim.

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Summary This paper examines the origins and evolution of the Chinese linguistic concept known as the sìhū 四呼 “four types of rime onset” that is frequently applied to the description and analysis of Mandarin and Chinese dialect phonology. Through the examination of phonological texts primarily of the Míng (1368–1644) and Qīng (1644–1911) periods, the author follows the evolution of the sìhū as a phonological feature and outlines the development of the sìhū concept as well as the evolution of the actual term “sìhū” The underlying phonology of the sìhū emerged following the divergence of Mandarin from the other dialects in the Sòng (960–1279), through the Yuán (1271–1386), and into the Míng. The discovery and description of the sìhū was closely related to developments in phonological analysis made by Míng scholars as they departed from Middle Chinese tradition (of the 7th to the 12th centuries) and mapped out contemporary Mandarin pronunciation, especially that of the prestige Mandarin koinē known as Guānhuà. The emergence and description of the sìhū are thus found to parallel the evolution of Mandarin, as the phonological categories the sìhū represent evolved in concert with characteristic Mandarin features. The attention that Míng and Qīng scholars gave to the rime onset types of the sìhū analysis demonstrates that the phonological features represented by this four-way paradigm were considered to be important elements of contemporary forms of prestige Mandarin.

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Jeong, Junghye, Leonard Katz, and Yang Lee. "The two-dimensional orthography of phonology and morphology in differentiating Korean and Chinese." Writing Systems Research 10, no. 2 (July 3, 2018): 73–81. http://dx.doi.org/10.1080/17586801.2018.1519482.

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Li, Wen-Chao Chris. "Foreign names into native tongues." Target. International Journal of Translation Studies 19, no. 1 (July 26, 2007): 45–68. http://dx.doi.org/10.1075/target.19.1.04li.

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The transfer of sound from one language into another is not a uniform process, but rather, takes different forms depending on the orthographies and phonological properties of source and target languages, the less common of which involve processes significantly different from transliteration between European phonetic scripts. This paper pools techniques commonly used in loanword phonology and second language acquisition to illustrate complications that arise when translating names from English into languages such as Japanese and Chinese, which differ significantly from the source language in syllable structure and orthographic convention. Competing strategies of adaptation and accommodation are placed in the context of lexical retrieval and compared with experimental studies of nativization in interlanguage. It will be shown that for names to be perceived as similar-sounding across language boundaries, it would be desirable to look beyond segmental equivalence and consider stress, syllable count and other suprasegmental factors that play a greater role in phonological memory.

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Journal articles on the topic 'Chinese language - Phonology'

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