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Hao, Yuxin, Xun Duan, and Qiuyue Yan. "Processing Aspectual Agreement in a Language with Limited Morphological Inflection by Second Language Learners: An ERP Study of Mandarin Chinese." Brain Sciences 12, no. 5 (April 21, 2022): 524. http://dx.doi.org/10.3390/brainsci12050524.
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Previous studies on the neural cognitive mechanisms of aspectual processing in second language (L2) learners have focused on Indo-European languages with rich inflectional morphology. These languages have aspects which are equipped with inflected verb forms combined with auxiliary or modal verbs. Meanwhile, little attention has been paid to Mandarin Chinese, which has limited morphological inflection, and its aspect is equipped with aspectual particles (e.g., le, zhe, guo). The present study explores the neurocognitive mechanism of Mandarin Chinese aspect processing among two groups of late Mandarin Chinese proficient learners with Thai (with Mandarin Chinese-like aspect markers) and Indonesian (lack of Mandarin Chinese-like aspect markers) as their first language (L1). We measured event-related potentials (ERPs) time locked to the aspect marker le in two different conditions (the aspect violation sentences and the correct sentences). A triphasic ELAN-LAN-P600 effect was produced by the Mandarin Chinese native speakers. However, there was no ELAN and LAN in Indonesian native speakers and Thai native speakers, except a 300–500 ms negativity widely distributed in the right hemisphere and P600-like effect. This suggests that both groups of Mandarin Chinese learners cannot reach the same level as Mandarin Chinese native speakers to process Mandarin Chinese aspect information, probably due to the complex feature of Mandarin Chinese aspect maker, the participants’ L2 proficiency and age of L2 acquisition.
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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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Suo Yan Ju, Mikail Ibrahim, and Nurhasma Muhamad Saad. "The Impact of Attitude Towards Mandarin as A Foreign Language Achievement." Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, no. 2 (December 11, 2022): 115–22. http://dx.doi.org/10.33102/alazkiyaa.v1i2.31.
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Attitude plays a fundamental role in the learning process of foreign languages. It has recently gotten much attention from first and second-language researchers. Previous studies have indicated that learners showed a positive attitude towards learning Mandarin. Limited studies investigated the correlations between language learning attitude and course achievement among Mandarin foreign language learners. Therefore, this study tends to fill this gap. 614 non-native Malay learners of Mandarin from 5 different public universities in Malaysian participated in this study. The study used a quantitative design, and data was collected through questionnaires and the end-of-semester course grade. Descriptive statistics analysis, correlation and linear regression using SPSS. 25 were run to analyse the collected data. This study revealed a statistically positive correlation between attitude and Mandarin foreign language course achievement. The linear regression result revealed that learning attitude statistically predicted Mandarin foreign language learners' course achievement (β = .20, .001). This study has concluded limitations and recommendations to help institutions and interested researchers shed light on these further research studies.
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Chen, Jidong, and Zhiying Qian. "Learning the Lexical Semantics of Mandarin Monomorphemic State-Change Verbs by English-Speaking Learners of Mandarin Chinese." Languages 7, no. 3 (August 11, 2022): 215. http://dx.doi.org/10.3390/languages7030215.
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Languages vary systematically in how semantic information is “packaged” in verbs and verb-related constructions. Mandarin Chinese contrasts typologically with English in its lexicalization of state change. Most Mandarin monomorphemic verbs are moot about or imply a state change, whereas many English monomorphemic verbs (e.g., kill, break) entail the fulfillment of a state change. Recent studies suggest that Mandarin monomorphemic verbs form a continuum in the strength of state-change implicature. State-change verbs have been found difficult for first language (L1) learners. This study reports two experiments that investigate the lexical semantic knowledge of Mandarin monomorphemic implied or moot state-change verbs by intermediate (N = 19, mean age 21) and advanced (N = 12, mean age 21) English-speaking second language (L2) learners of Mandarin Chinese. The results reveal L2 learners’ general preference for the state-change interpretation for the monomorphemic verbs and their limited sensitivity to the nuanced strength of state-change implicature in the Mandarin verbs. Typological differences in the lexicalization of state change are argued to contribute to the difficulties in L2 learning of the lexical semantics in the semantic domain of state change in Mandarin.
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Yuan, Chen. "The Chinese Language (Mandarin) in the Twenty-first Century." Contemporary Chinese Thought 35, no. 3 (April 2004): 73–95. http://dx.doi.org/10.2753/csp1097-1467350373.
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Jiang, Haisheng. "Mandarin‐English bilinguals’ accented first‐language (L1) vowel production." Journal of the Acoustical Society of America 125, no. 4 (April 2009): 2755. http://dx.doi.org/10.1121/1.4784625.
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Yang, Jing. "Comparison of VOTs in Mandarin–English bilingual children and corresponding monolingual children and adults." Second Language Research 37, no. 1 (June 24, 2019): 3–26. http://dx.doi.org/10.1177/0267658319851820.
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Word-initial stops in Mandarin and English show a distinctive phonological categorization but a similar phonetic realization along the VOT (Voice Onset Time) continuum. Previous research reported that native Mandarin adults produce measurably longer long-lag VOTs than native English adults. The present study examined whether and how the difference between Mandarin and English VOTs is manifested in monolingual children and Mandarin–English bilingual children. The participants included 15 five- to six-year-old sequential bilingual children, 24 corresponding monolingual children (15 Mandarin, 9 English), and 22 monolingual adults (12 Mandarin, 10 English). The bilingual children were divided into two groups (Bi-low and Bi-high) based on the amount of experience in English. Each participant was recorded producing 18 Mandarin words and/or 18 English words containing six stops in each language. The VOT values were measured from the beginning of stop burst to the onset of the voicing. The results showed that the language difference in VOT in the monolingual children was manifested in a pattern similar to the monolingual adults. However, Mandarin and English VOTs showed less separable distributions in the two groups of bilingual children. Further analysis suggested that both groups of bilingual children tended to separate Mandarin and English short-lag VOTs but only the Bi-low children showed different long-lag VOTs between the two languages. These results suggested that due to the bilingual effects and L1–L2 (first language – second language) interactions, even though the bilingual children tried to separate the two VOT systems, they implemented the separation in a different manner than the monolingual speakers.
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Chang, Sharon. "Raciolinguistic ideology in first-year university (non)heritage Chinese classes." Language Learning in Higher Education 10, no. 2 (December 1, 2020): 491–509. http://dx.doi.org/10.1515/cercles-2020-2031.
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Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.
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Luo, Jin, Wenchun Yang, Angel Chan, Kelly Cheng, Rachel Kan, and Natalia Gagarina. "The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN." ZAS Papers in Linguistics 64 (August 31, 2020): 159–62. http://dx.doi.org/10.21248/zaspil.64.2020.569.
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 This paper introduces the Mandarin version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) and describes the adaptation process. The Mandarin MAIN not only extends the empirical coverage of MAIN by including one of the most widely spoken languages in the world, but also offers an important tool to assess the narrative abilities of monolingual and bi-/ multi- lingual children acquiring Mandarin as a first, heritage, second, or additional language across the globe.
 
 
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Lin, Yu-Jung, Joshua Isakson, and Emma Keane. "Impact of face masks on second language word identification." Journal of the Acoustical Society of America 151, no. 4 (April 2022): A277—A278. http://dx.doi.org/10.1121/10.0011331.
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The current study investigated the effects of face masks on the intelligibility of second language (L2) speech. Specifically, we examined whether L2 learners of Mandarin and English identify words in their L2s less accurately when the speakers spoke through masks. Seven Mandarin native speakers whose L2 is English and seven English native speakers whose L2 is Mandarin were asked to identify the words they heard in videos, where English and Mandarin native speakers pronounced monosyllabic words in their native languages with and without surgical masks. The first languages (L1s) of these 14 subjects, the language of the videos, the mask conditions (with mask versus without mask), the noise conditions (quiet versus noisy), and the speaker gender (male versus female) were included in the experimental design. Preliminary results suggested that L2 word identification was significantly impacted when the background noise was present. Furthermore, the accuracy of L2 word identification in the male-speaker condition was significantly lower than the female-speaker condition when masks were worn. These findings were compared to the L1 perception data to demonstrate how the use of masks may negatively impact L2 perception to a greater degree than L1 perception.
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Shiron, Veniamin, Huanhuan Liu, and Angela de Bruin. "Being a Student or at Home: Does Topic Influence How Bilinguals Process Words in Each Language?" Languages 6, no. 3 (September 9, 2021): 150. http://dx.doi.org/10.3390/languages6030150.
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Research has assessed how language use differences between bilinguals (e.g., whether two languages are used approximately equally often or not) influence language processing. However, first (L1) and second (L2) language use might also differ within bilinguals, depending on the topic of conversation. For example, a Mandarin–English bilingual studying in North America or the UK might talk about exams in English but about their childhood in Mandarin. In this study, we therefore examined how topics associated with either the L1 or L2 can influence language processing. Twenty-nine Mandarin–English students in North America/the UK completed a lexical decision task in single-language contexts (all words/pseudowords in one language) and in dual-language contexts (alternating between Mandarin and English). Half of the words referred to L1-associated topics (childhood and family life) and half were L2-associated (studying and life at university). Topic influenced L2 processing, with L2-associated topics being processed faster than topics associated with the L1 in single- and dual-language contexts. In contrast, topic did not influence L1 processing. This suggests that L2 processing might not only be influenced by differences between bilinguals but also by differences within bilinguals. In contrast, L1 processing might be less susceptible to influences of topic-specific language use.
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Montejo Rodriguez, Andres Mateo, Karen Daniela Fino Ortiz, and Astrid Ramírez Valencia. "Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom." Revista Boletín Redipe 10, no. 2 (February 1, 2021): 131–43. http://dx.doi.org/10.36260/rbr.v10i2.1200.
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The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.
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Zhang, Xinye. "Language Variation in Mandarin as a Heritage Language: Subject Personal Pronouns." Heritage Language Journal 18, no. 1 (December 14, 2021): 1–29. http://dx.doi.org/10.1163/15507076-12340020.
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Abstract Because of limited language input, different dominant languages, and learners’ differing backgrounds, the acquisition of heritage languages is distinguished from the acquisition of L1 and L2. Few studies of Chinese as a Heritage Language (CHL) have explored whether students can acquire native-like sociolinguistic competence and language-specific variables with educational input. Based on a sociolinguistic variationist perspective, this study investigates the acquisition of variation between null and overt subject personal pronouns (SPP s) by heritage learners in an undergraduate-level Mandarin program. A total of 11,970 tokens were collected through classroom observation, sociolinguistic interviews, and narratives. Measuring mixed-effects logistic regression with Rbrul (Johnson, 2009), results show that the overall usage pattern of SPP s by CHL students largely resembled that in the input provided by the language program. Results also demonstrate that linguistic constraints including coreference, person and number, and verb type, and social factors such as discourse context, first languages, course level, and age of arrival had a significant effect on SPP expression by CHL learners. Implications for CHL development and variationist studies in heritage languages are discussed.
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SU, YI (ESTHER), PENG ZHOU, and STEPHEN CRAIN. "Downward entailment in child Mandarin." Journal of Child Language 39, no. 5 (November 29, 2011): 957–90. http://dx.doi.org/10.1017/s0305000911000389.
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ABSTRACTThere are three hallmarks of core linguistic properties. First, they are expected to be manifested in typologically different languages. Second, they should unify superficially unrelated linguistic phenomena. Third, they are expected to emerge early in the course of language development, all things being equal (Crain, 1991). The present study investigates a candidate for a core linguistic property, namely the semantic property of downward entailment. We report the findings of two experimental studies of children's knowledge of downward entailment. These experiments explore two different aspects of downward entailment, in a study with Mandarin-speaking children. Taken together with previous research findings, the results of the present study support the conclusion that downward entailment is a core property of human languages.
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Luque, Jenna S., Michael Blasingame, L. A. Burchfield, Julie Matsubara, and Ann R. Bradlow. "The relationship between first language and second language intelligibility in Mandarin-English bilinguals." Journal of the Acoustical Society of America 132, no. 3 (September 2012): 2078. http://dx.doi.org/10.1121/1.4755665.
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Yan, Mengzhu. "Book notice: Second Language Acquisition of Mandarin Chinese Tones — Beyond First-Language Transfer." Phonetica 77, no. 3 (August 8, 2019): 238–41. http://dx.doi.org/10.1159/000501803.
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Chua, Hui Wen, and Chia Ying Lin. "The Effect of Task-based Language Teaching in Learning Motivation." International Journal of Educational Studies 3, no. 1 (April 17, 2020): 16–23. http://dx.doi.org/10.53935/2641-533x.v3i1.134.
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This study examines the effects of Task-based Language Teaching (TBLT) in 52 non-native Mandarin learners of Mandarin beginning level learning motivation and the associated factors affecting their learning motivation. Mix method design was applied in the research. Quantitative questionnaire data were analyzed using paired sample t-test to examine the differences between pre-treatment survey and first cycle post-treatment survey, and between first cycle post-treatment survey and second cycle post-treatment survey. Semi-structured interview was conducted to 11 different grade-based learners among the 52 learners in the three stages of surveys to define factors affecting learning motivation. The findings reveal that there was non- statistical decrement in learning motivation between pre-treatment survey and first cycle post-treatment survey (t(51)=1.04, p>0.05), and statistical increment between first cycle post-treatment survey and second cycle post- treatment survey (t(51)=-3.52, p<0.05). The findings of the interview show that learners‟ learning motivation is affected by the application of TBLT, busy schedule and support from Mandarin native speaker. As conclusion, the study indicates that TBLT can increase learners‟ learning motivation in long term application. The study also implicates that TBLT can perform well with sufficiency language input task and Mandarin native speakers‟ support before the output task.
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Sim, Mok Soon, Lau Suk Khin, and S. Suchithra A/P K. Sankaran. "The Error Analysis of Learning Mandarin Endocentric Phrases among the Malay Students in Malaysia." International Journal of Modern Languages And Applied Linguistics 3, no. 2 (June 3, 2019): 49. http://dx.doi.org/10.24191/ijmal.v3i2.7645.
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The Mandarin language has gained currency in the Malaysian education landscape. Particularly in tertiary educational settings in Malaysia, it is common to find Malay students learning the Mandarin language. Universiti Teknologi MARA (UiTM) is the largest university in Malaysia and it has the most number of Malay students learning Mandarin as a third language in the country. Almost all of the Malay students who study the Mandarin language at the university have no background in Mandarin. They are inevitably influenced by their mother tongue which is the Malay language. This paper aims to analyze Endocentric Mandarin phrasal errors commonly made by Malay students while studying Mandarin in UiTM. In addition, some teaching methods are also recommended to guide those involved in teaching and learning Mandarin. This study is conducted using a mixed method approach. Two research instruments were used in this study, that is question papers and interviews. 40 Malay students who were taking Introductory Mandarin Level II course in UiTM Shah Alam campus were chosen as the survey respondents. The results of the research revealed that there are 4 types of errors commonly made by Malay students in learning the Mandarin Endocentric Phrases, namely: (i) Omission of Measure Words, (ii) Reversed string order of Endocentric Phrases, (iii) Errors in Using Demonstrative Pronouns and (iv) Excess of the particle “de”. The most obvious mistake is the Omission of Measure Words and the Reversed string order of Endocentric Phrases due to the first language disruption. These errors have often resulted in structural and morphological inaccuracies.
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Wu, Yujia, Jingwen Ma, Lei Cai, Zengjian Wang, Miao Fan, Jianping Chu, Yue Zhang, and Xiuhong Li. "Brain Activity during Visual and Auditory Word Rhyming Tasks in Cantonese–Mandarin–English Trilinguals." Brain Sciences 10, no. 12 (December 4, 2020): 936. http://dx.doi.org/10.3390/brainsci10120936.
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It is unclear whether the brain activity during phonological processing of second languages (L2) is similar to that of the first language (L1) in trilingual individuals, especially when the L1 is logographic, and the L2s are logographic and alphabetic, respectively. To explore this issue, this study examined brain activity during visual and auditory word rhyming tasks in Cantonese–Mandarin–English trilinguals. Thirty Chinese college students whose L1 was Cantonese and L2s were Mandarin and English were recruited. Functional magnetic resonance imaging (fMRI) was conducted while subjects performed visual and auditory word rhyming tasks in three languages (Cantonese, Mandarin, and English). The results revealed that in Cantonese–Mandarin–English trilinguals, whose L1 is logographic and the orthography of their L2 is the same as L1—i.e., Mandarin and Cantonese, which share the same set of Chinese characters—the brain regions for the phonological processing of L2 are different from those of L1; when the orthography of L2 is quite different from L1, i.e., English and Cantonese who belong to different writing systems, the brain regions for the phonological processing of L2 are similar to those of L1. A significant interaction effect was observed between language and modality in bilateral lingual gyri. Regions of interest (ROI) analysis at lingual gyri revealed greater activation of this region when using English than Cantonese and Mandarin in visual tasks.
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JIA, RUITING, and JOHANNE PARADIS. "The use of referring expressions in narratives by Mandarin heritage language children and the role of language environment factors in predicting individual differences." Bilingualism: Language and Cognition 18, no. 4 (November 17, 2014): 737–52. http://dx.doi.org/10.1017/s1366728914000728.
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This study investigated the referring expressions used for first mentions of participants and entities in narratives by Mandarin heritage language (HL) and monolingual children. Referring expressions for first mentions in Mandarin comprise lexical, morphological and syntactic devices. Results showed that HL children used less adequate referring expressions for first mentions than the monolinguals, mainly due to overgeneralization of classifiers and lack of vocabulary knowledge. However, HL children did not differ from monolinguals in their use of relative clauses and post-verbal NP placement to mark first mentions. These results suggest that incomplete acquisition of the HL may vary across different linguistic subdomains (Montrul, 2008); specifically, domains requiring a great deal of input to acquire, such as vocabulary and the large repertoire of classifier morphemes, might be more vulnerable in HL speakers than syntax. Mixed modeling analyses revealed that older age of arrival, higher maternal education levels and a rich and diverse Mandarin environment at home predicted stronger narrative outcomes, also pointing to an important role for input in HL acquisition.
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Kuo, Pei-Jung. "On locative alternation verbs in Mandarin Chinese." Concentric. Studies in Linguistics 45, no. 2 (November 1, 2019): 141–66. http://dx.doi.org/10.1075/consl.00006.kuo.
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Abstract This paper focuses on both single and compound locative alternation verbs in Mandarin Chinese. First, three particular properties of locative alternation verbs are introduced and compared cross-linguistically with examples from Japanese and English. Next, three properties are explored further and possible explanations are provided for the observed similarities and differences between the languages. Finally, the syntactic patterns of locative alternation verbs in Mandarin Chinese are investigated in the Sinica Corpus. The results show that the “oblique argument-verb-accusative argument” sentence pattern has the highest percentage of appearance. This finding echoes Lin’s (2008) claim that Chinese is not only a “topic prominent” language, but also a “locative prominent” language.
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Ying, Zhang. "The Categorization of Dou (都) in Chinese: A Study from a Cross-linguistic Perspective". Bulletin of Chinese Linguistics 10, № 2 (9 березня 2019): 214–34. http://dx.doi.org/10.1163/2405478x-01002005.
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Compared with prototypical universal quantifiers in other languages of the world, dou in Mandarin Chinese presents more complicated semantic behaviors. One of the most disputed issues is what are the relations between dou expressing “universal quantification” (uq) and dou expressing “scalar trigger” (sca). First-hand data that comes from 40 languages demonstrates that Mandarin Chinese is the only language that employs the same form for “universal quantification” and “scalar trigger”. The empirical evidence strongly suggests that uq dou and sca dou are different, and the two functions uq and sca lack universal conceptual correlations. The special polysemous behavior of Mandarin dou, is proved to come from two language-specific reanalysis processes in dou’s diachronic development which also supports the two-dou claim. The study thus instantiates how a cross-linguistic perspective provides insights to explain long-standing language-particular issues. Besides, it is also argued that the cross-linguistic approach is promising in predicting if a future research is on a right track as it can steer us through overgeneralization and undergeneralization.
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Tsukada, Kimiko, and Kaori Idemaru. "Effects of First Language Background and Learning Experience in Perceiving Mandarin Lexical Tones: Learners and Nonlearners From English- and Japanese-Speaking Backgrounds." Journal of Speech, Language, and Hearing Research 65, no. 2 (February 9, 2022): 829–42. http://dx.doi.org/10.1044/2021_jslhr-21-00146.
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Purpose: This research compared individuals from two first language (L1) backgrounds (English and Japanese) to determine how they may differ in their perception of Mandarin tones (Tones 1 vs. 2 [T1–T2], Tones 1 vs. 3 [T1–T3], Tones 1 vs. 4 [T1–T4], Tones 2 vs. 3 [T2–T3], Tones 2 vs. 4 [T2–T4], Tones 3 vs. 4 [T3–T4]) on account of their L1. Method: The participants included two groups of learners of Mandarin (23 English speakers, 18 Japanese speakers), two groups of nonlearners of Mandarin (24 English speakers, 21 Japanese speakers), and a control group of 10 Mandarin speakers. A four-alternative forced-choice discrimination task that included 360 trials was presented in three blocks of 120 trials. Results: The native Mandarin group was more accurate in their tonal discrimination of all six tone pairs than all the nonnative groups. While Japanese nonlearners generally outperformed English nonlearners in their overall perception of Mandarin lexical tones, L1-based differences were less extensive for the two groups of learners. Both learner groups were least accurate on T2–T3 and most accurate on T3–T4. Conclusion: The results suggest that with classroom experience, English speakers can overcome their initial disadvantage and learn lexical tones in a new language as successfully as speakers of Japanese with classroom experience.
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Zheng, Yifan, Qi Wu, Fengjuan Su, Yingying Fang, Jinsheng Zeng, and Zhong Pei. "The Protective Effect of Cantonese/Mandarin Bilingualism on the Onset of Alzheimer Disease." Dementia and Geriatric Cognitive Disorders 45, no. 3-4 (2018): 210–19. http://dx.doi.org/10.1159/000488485.
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Background: Several studies have found that bilingualism can delay the age of onset of Alzheimer disease (AD). The interpretation of these findings is that switching between two languages can enhance cognitive reserve. However, some studies have provided inconsistent results. Diverse language pairs used by the bilinguals in different studies may contribute to the discrepancies. Cantonese and Mandarin are widely used in southern China, and regarded as bilingualism. The present study aims to determine if Cantonese/Mandarin bilingualism can delay the onset of AD. Methods: The data of 129 patients diagnosed with probable AD, including 48 Cantonese monolinguals, 20 Mandarin monolinguals, and 61 Cantonese/Mandarin bilinguals were analyzed. Results: Cantonese/Mandarin bilinguals were found to have an older age at AD onset, and older age at the first clinic visit than Mandarin monolinguals and Cantonese monolinguals. Both Mandarin monolinguals and Cantonese/Mandarin bilinguals had a higher education level and higher occupation status than the Cantonese monolinguals. Mandarin monolinguals did not differ from Cantonese/Mandarin bilinguals significantly in years of education and occupation status. The multiple linear regression analyses indicated that Cantonese/Mandarin bilingualism can delay the onset of AD independently. Conclusion: Constantly speaking both Cantonese and Mandarin from at least early adulthood can delay the onset of AD.
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Liu, Chin-Ting. "A First Step toward the Clinical Application of Landmark-Based Acoustic Analysis in Child Mandarin." Children 8, no. 2 (February 20, 2021): 159. http://dx.doi.org/10.3390/children8020159.
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As an initial step for the clinical application of landmark-based acoustic analysis in child Mandarin, the study quantified the developmental trajectories of consonants produced by four-to-seven-year-old children who acquired Taiwanese Mandarin as their first language. The results from a total of 80 children (20 in each age group, with gender balanced) indicated that younger age groups produced more +b landmark features than seven-year-olds did, showing that the development of obstruents was not completed by the age of six. A multiple regression showed that the participants’ speech intelligibility scores could be predicted by landmark features. Additionally, the +b landmark feature demonstrated the strongest net effect on speech intelligibility scores. The findings indicated that: (a) the landmark feature +b was an essential indicator of speech development in child Mandarin and; (b) the consonantal development in child Mandarin could be predicted by the physiological complexity of the articulatory gestures. Future studies focusing on a wider range of population (e.g., typically developing adults, aging and other clinical groups) with different language backgrounds are encouraged to apply landmark-based acoustic analysis to trace the linguistic development of a particular group.
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Cheng, Lisa Lai Shen. "de in Mandarin." Canadian Journal of Linguistics/Revue canadienne de linguistique 31, no. 4 (1986): 313–26. http://dx.doi.org/10.1017/s0008413100011865.
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In Mandarin, there is an element de which has for years been the subject of analysis. Li and Thompson (1981) and Ross (1983 and 1984) have tried, with little success, to provide a unified treatment of this element. Li and Thompson (1981) claim that there are several de’s in Mandarin: a possessive marker, an adjectival marker and a nominalization marker. But the structural properties of these de’s and the similarities among them are ignored.Using the Government and Binding framework (Chomsky 1981), I will provide an analysis which accounts for the structural and functional similarities and differences among the various de’s in Mandarin. First, I will state the theoretical assumptions relevant to the discussion of de. Second, I will present the non-controversial evidence showing that de is a head-final complementizer in relative clauses. Third, I will present further data exemplifying a head-final de in other constructions. Fourth, I will demonstrate the impossibility of having a head-final de complementizer in resultative clauses. Finally, I will propose that there are two de complementizers in Mandarin, one head-final, the other head-initial.
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PERRY, CONRAD, MAN-KIT KAN, STEPHEN MATTHEWS, and RICHARD KWOK-SHING WONG. "Syntactic ambiguity resolution and the prosodic foot: Cross-language differences." Applied Psycholinguistics 27, no. 3 (July 2006): 301–33. http://dx.doi.org/10.1017/s0142716406060292.
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In this study we examined syntactic ambiguity resolution in two different Chinese languages, Cantonese and Mandarin, which are relatively similar grammatically but very different phonologically. We did this using four-character sentences that could be read using two, two-syllable sequences (2-2) or a structure where the first syllable could be read by itself. The results showed that when both potential readings were semantically congruent, Mandarin speakers had a strong preference for the 2-2 structure and they preferred that structure much more than Cantonese speakers did. We attribute this to Mandarin having a more dominant bisyllabic prosodic foot than Cantonese. When the 2-2 meaning was semantically incongruent, however, the alternative structure was preferred by both Mandarin and Cantonese speakers. Overall, the results suggest that, in silent reading tasks and semantically neutral conditions, the prosodic foot is generated automatically and can affect syntactic choices when ambiguity arises.
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Liu, Danzheng, and Lu-Feng Shi. "Performance-Intensity Functions of Mandarin Word Recognition Tests in Noise: Test Dialect and Listener Language Effects." American Journal of Audiology 22, no. 1 (June 2013): 147–56. http://dx.doi.org/10.1044/1059-0889(2013/12-0047).
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Purpose This study established the performance-intensity function for Beijing and Taiwan Mandarin bisyllabic word recognition tests in noise in native speakers of Wu Chinese. Effects of the test dialect and listeners' first language on psychometric variables (i.e., slope and 50%-correct threshold) were analyzed. Method Thirty-two normal-hearing Wu-speaking adults who used Mandarin since early childhood were compared to 16 native Mandarin-speaking adults. Both Beijing and Taiwan bisyllabic word recognition tests were presented at 8 signal-to-noise ratios (SNRs) in 4-dB steps (−12 dB to +16 dB). At each SNR, a half list (25 words) was presented in speech-spectrum noise to listeners' right ear. The order of the test, SNR, and half list was randomized across listeners. Listeners responded orally and in writing. Results Overall, the Wu-speaking listeners performed comparably to the Mandarin-speaking listeners on both tests. Compared to the Taiwan test, the Beijing test yielded a significantly lower threshold for both the Mandarin- and Wu-speaking listeners, as well as a significantly steeper slope for the Wu-speaking listeners. Conclusion Both Mandarin tests can be used to evaluate Wu-speaking listeners. Of the 2, the Taiwan Mandarin test results in more comparable functions across listener groups. Differences in the performance-intensity function between listener groups and between tests indicate a first language and dialectal effect, respectively.
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Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan, and Shamala Paramasivam. "Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners." Journal of Language and Education 6, no. 4 (December 31, 2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.
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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Chen and the categorizations of types of culture proposed by Cortazzi and Jin and Chao were employed to investigate the extent to which cultural elements (knowledge-culture or communicative-culture) and types of culture (source, target, international cultures or intercultural interaction) are represented in these textbooks. The analysis found that both knowledge-culture and communicative-culture are embodied in the textbooks. Furthermore, most of the cultural elements identified in the textbooks represent source and target cultures which refer to learners’ own culture and culture of the target language. The presence of international cultures and intercultural interaction, on the other hand, is lower in these textbooks. This study contributes towards a better understanding of how Malaysian authors of Mandarin as a second language textbooks for Malaysian learners incorporate cultural elements in the books they write. It highlights the importance of integrating cultural elements and representing a diversity of cultures in textbooks for teaching Mandarin as a second language.
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Wong, Tak-Sum, and John S. Y. Lee. "Corpus-based learning of Cantonese for Mandarin speakers." ReCALL 28, no. 2 (March 17, 2016): 187–206. http://dx.doi.org/10.1017/s0958344015000257.
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AbstractThis article presents the first study on using a parallel corpus to teach Cantonese, the variety of Chinese spoken in Hong Kong. We evaluated this approach with Mandarin-speaking undergraduate students at the beginner level. Exploiting their knowledge of Mandarin, a closely related language, the students studied Cantonese with authentic material in a Cantonese-Mandarin parallel corpus, transcribed from television programs. They were given a list of Mandarin words that yield a range of possible Cantonese translations, depending on the linguistic context. Leveraging sentence and word alignments in the parallel corpus, the students independently searched for example sentences to discover these translation equivalents. Experimental results showed that, in both the short- and long-term, this data-driven learning approach helped students improve their knowledge of Cantonese vocabulary. These results suggest the potential of applying parallel corpora at even the beginners’ level for other L1-L2 pairs of closely related languages.
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LIM, VALERIE P. C., SUSAN J. RICKARD LIOW, MICHELLE LINCOLN, YIONG HUAK CHAN, and MARK ONSLOW. "Determining language dominance in English–Mandarin bilinguals: Development of a self-report classification tool for clinical use." Applied Psycholinguistics 29, no. 3 (July 2008): 389–412. http://dx.doi.org/10.1017/s0142716408080181.
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ABSTRACTIn multilingual Asian communities, determining language dominance for clinical assessment and intervention is often complex. The aim of this study was to develop a self-report classification tool for identifying the dominant language in English–Mandarin bilinguals. Participants (N = 168) completed a questionnaire on language history and single-word receptive vocabulary tests (Peabody Picture Vocabulary Test type) in both languages. The results of a discriminant analysis on the self-report data revealed a reliable three-way classification into English-dominant, Mandarin-dominant, and balanced bilinguals. The vocabulary scores supported these dominance classifications, whereas the more typical variables such as age of first exposure, years of formal instruction, and years of exposure exerted only a limited influence. The utility of this classification tool in clinical settings is discussed.
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Zhang, Niina Ning. "Defective incorporating verbs in Mandarin." Language and Linguistics / 語言暨語言學 23, no. 2 (March 29, 2022): 329–48. http://dx.doi.org/10.1075/lali.00108.zha.
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Abstract This paper identifies a type of noun incorporation in which the verb and a nominal are combined as early saturation of the verb, in contrast to early restriction, which is seen in the familiar type of noun incorporation. Two types of V-V resultative constructions in Mandarin Chinese are compared: the agent-oriented one and the patient-oriented one. The semantic grouping effects of the first verb and the post-verbal nominal of an agent-oriented type show that they are local to each other in their base-positions. But unlike in the patient-oriented one, the first verb in the construction shows a weak reachability. The defectiveness of the verb is parallel to that of an incorporated nominal in the familiar type of noun incorporation: e.g. no modification and no anaphoric linking to a proform. The paper argues that the first verb in the agent-oriented resultative construction and the post-verbal nominal, which can be a full-fledged referential nominal, undergo a type of noun incorporation parallel to the familiar type. In such noun incorporation, instead of the nominal, it is the verb that exhibits root-like properties. Such properties are viewed as a consequence of an early combination of a verb and a nominal, before each of them takes an event-argument, in a neo-Davisonian semantic perspective.
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Holliday, Jeffrey J. "The perceptual acquisition of Korean fricatives by first language Mandarin listeners." Journal of the Acoustical Society of America 127, no. 3 (March 2010): 1957. http://dx.doi.org/10.1121/1.3384981.
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Haiyan, Huang, I. Dewa Putu Wijana, and Tatang Hariri. "A Comparison of the Origin of Idioms in Mandarin and Indonesian." Jurnal Humaniora 28, no. 2 (November 12, 2016): 121. http://dx.doi.org/10.22146/jh.v28i2.16395.
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In language, idioms can function as stand-alone semantic units because they contain whole concepts. These concepts, formed from human thought, can be explored to discover cultural elements which served as the basis for idiom creation. If the origins of an idiom are known or recognized, that idiom’s meaning can be understood more easily. Idioms are frequently used by language communities in their day-to-day lives. However, the origins of idioms in the Indonesian language has almost never been discussed or researched. This article compares the origins of idioms in Mandarin and in Indonesian. It finds that the origins of idioms in Mandarin and in Indonesian are diverse, but in general fit one of two main types: they may be adapted from foreign languages (most importantly in idioms related to religion), or be created within the society and reproduced from generation to generation. Idioms can be traced to either the written tradition or the oral tradition. Idioms in Mandarin generally originate from the written tradition, whereas idioms in Indonesian tend to originate from orality. This study uses the theory of meaning formation first proposed by Ogden and Richards (1911). The comparative method of data analysis is used here, as the origins of idioms in Mandarin and Indonesian are compared.
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Chen, Jidong, та Xinchun Wang. "A Longitudinal Study of the Acquisition of the Polysemous Verb 打 dǎ in Mandarin Chinese". Languages 5, № 2 (18 травня 2020): 23. http://dx.doi.org/10.3390/languages5020023.
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Lexical ambiguity abounds in languages and multiple one-to-many form-function mappings create challenges for language learners. This study extends the theoretical approaches to the acquisition of polysemy to the Mandarin verb 打 dǎ, which is highly polysemous and among the earliest verbs in child speech. It analyzes longitudinal naturalistic data of nine children (1;05–3;10) from two Mandarin child speech corpora to explore the developmental trajectory of different senses of 打 dǎ and the role of input. The results support a continuous derivational and restricted monosemy approach: children initially extract a core feature of 打 dǎ, but only apply it in a restricted way, reflected in a small number of senses in a limited set of semantic domains and syntactic frames, revealing an early preference for initial unambiguous form-meaning mappings. Mandarin-speaking children’s production mirrors the semantic and syntactic distribution of the input, supporting the usage-based approach to the acquisition of polysemy that meaning is derived from the confluence of lexical and syntactic cues in the usage patterns in the input. Our research is the first longitudinal study of the emergence and development of polysemous verbs in Mandarin and has pedagogical implications for teaching Mandarin as a second language.
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Yang, L., S. Chen, C. M. Chen, F. Khan, G. Forchelli, and D. C. Javitt. "Schizophrenia, culture and neuropsychology: sensory deficits, language impairments and social functioning in Chinese-speaking schizophrenia patients." Psychological Medicine 42, no. 7 (November 21, 2011): 1485–94. http://dx.doi.org/10.1017/s0033291711002224.
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BackgroundWhile 20% of schizophrenia patients worldwide speak tonal languages (e.g. Mandarin), studies are limited to Western-language patients. Western-language patients show tonal deficits that are related to impaired emotional processing of speech. However, language processing is minimally affected. In contrast, in Mandarin, syllables are voiced in one of four tones, with word meaning varying accordingly. We hypothesized that Mandarin-speaking schizophrenia patients would show impairments in underlying basic auditory processing that, unlike in Western groups, would relate to deficits in word recognition and social outcomes.MethodAltogether, 22 Mandarin-speaking schizophrenia patients and 44 matched healthy participants were recruited from New York City. The auditory tasks were: (1) tone matching; (2) distorted tunes; (3) Chinese word discrimination; (4) Chinese word identification. Social outcomes were measured by marital status, employment and most recent employment status.ResultsPatients showed deficits in tone-matching, distorted tunes, word discrimination and word identification versus controls (all p<0.0001). Impairments in tone-matching across groups correlated with both word identification (p<0.0001) and discrimination (p<0.0001). On social outcomes, tonally impaired patients had ‘lower-status’ jobs overall when compared with tonally intact patients (p<0.005) and controls (p<0.0001).ConclusionsOur study is the first to investigate an interaction between neuropsychology and language among Mandarin-speaking schizophrenia patients. As predicted, patients were highly impaired in both tone and auditory word processing, with these two measures significantly correlated. Tonally impaired patients showed significantly worse employment-status function than tonally intact patients, suggesting a link between sensory impairment and employment status outcome. While neuropsychological deficits appear similar cross-culturally, their consequences may be language- and culture-dependent.
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Sun, Hongyuan, and Hamida Demirdache. "Time Reference in Mandarin Relative Clauses." Languages 7, no. 3 (July 5, 2022): 170. http://dx.doi.org/10.3390/languages7030170.
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In this paper, we investigate constraints on the time reference of embedded clauses in Mandarin. We show that while English past-tensed embedded clauses disallow later-than-matrix readings in intensional contexts on a de dicto construal, Mandarin relative clauses with bare predicates yield temporally free readings across the board. We argue that the contrast between the temporal interpretations of bare embedded clauses in Mandarin vs. past-tensed embedded clauses in English is not due to a putative contrast between ‘tenseless’ languages (as Mandarin is traditionally assumed to be) and ‘tensed’ languages such as English. Mandarin is indeed not tenseless, but rather has a covert Non-Future tense, restricting the reference time of bare sentences to non-future times. Moreover, Mandarin superficially tenseless embedded clauses with overt—be it perfect, perfective, durative/progressive—aspectual marking do not allow later-than-matrix readings on a de dicto construal, just like tensed embedded clauses in English. We conclude that the freedom of interpretation of bare embedded clauses in Mandarin cannot be imputed to null semantically underspecified tense, but rather to null semantically underspecified aspect. Our analysis provides, to our knowledge, the first arguments for Non-Future tense in embedded contexts.
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Ni, J., D. El-Ansary, J. Heiberg, G. Shen, Q. You, Y. Gao, K. Liu, H. Ke, and C. F. Royse. "Validation of a Revised Mandarin Chinese Language Version of the Postoperative Quality of Recovery Scale." Anaesthesia and Intensive Care 46, no. 3 (May 2018): 278–85. http://dx.doi.org/10.1177/0310057x1804600305.
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The aim of the study was to validate a revised Mandarin version of the Postoperative Quality of Recovery Scale (PostopQRS) and to apply the revised version in a Chinese population. In a prospective design, bilingual volunteers completed the scale at baseline, day one, day seven, and day 14 in both languages, with the order of language and parallel forms randomised. In addition, lung cancer patients undergoing open or video-assisted thoracoscopic surgery (VATS) completed the Mandarin version prior to surgery, day one, day three, day seven, day 14, one month, and three months postoperatively. Sixty-eight volunteers participated in the validation part of the study and in the clinical application, 93 lung cancer patients were included. The scores in the Mandarin version were equal to the English version in all domains at all timepoints including the word generation task, when the Mandarin morpheme was included in any part of the Mandarin word. However, Mandarin scores were lower in the word generation task if the morpheme was only included in the first part of the word. In addition, the Mandarin version was able to identify lower rates of overall recovery (P <0.01), nociceptive (P <0.01), emotive (P <0.01), and activities of daily living recovery (P=0.02) after open surgery compared to after VATS. The revised Mandarin version is equivalent to the English version for the cognitive domain, if morpheme substitution for the word generation task is allowed as any part of the word, and it is able to discriminate quality of recovery in Chinese patients.
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Schafer, Erin C., Katsura Aoyama, Tiffany Ho, Priscilla Castillo, Jennifer Conlin, Jessalyn Jones, and Skyler Thompson. "Speech Recognition in Noise in Adults and Children Who Speak English or Chinese as Their First Language." Journal of the American Academy of Audiology 29, no. 10 (November 2018): 885–97. http://dx.doi.org/10.3766/jaaa.17066.
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AbstractSpeech recognition of individuals who are listening to a nonnative language is significantly degraded in the presence of background noise and may be influenced by proficiency, age of acquisition, language experience, and daily use of the nonnative language.The purpose of this study is to examine and compare speech recognition in noise performance across test conditions with varying signal-to-noise ratios (SNRs) as well as the presence of vocal and spatial cues in listeners who speak American English as a native language or Mandarin Chinese as a native language. Self-rated English proficiency and experience were collected for native Mandarin Chinese speakers to determine its relationship to performance on the test measures.A cross-sectional repeated measures design was used for the study.Four groups of participants were included in the study. The adult groups consisted of 25 adults who speak native English and 25 adults who speak native Mandarin Chinese with English as an additional language. The pediatric groups consisted of 16 children who speak native English and 16 children who speak native Mandarin Chinese with English as an additional language.Percent correct speech recognition in noise was assessed at three SNRs (−3, 0, +3 dB) using the adult or pediatric versions of the AzBio sentence test. The Listening in Spatialized Noise-Sentence (LiSN-S) test was used to determine the effect of providing spatial and vocal cues on the speech recognition in noise performance of the groups of participants. The data for each age group and test measure were analyzed with a repeated measures analysis of variance. Correlation analyses were performed to examine relationships between English proficiency and experience on performance across the speech recognition test conditions.Analysis of the data from the adult or pediatric AzBio sentence test identified a significant effect of native language for adults but no significant effect for children. The higher SNRs yielded better performance for all listeners. On the LiSN-S test, results for the adult and pediatric groups were similar and showed significantly better performance for the native English speakers in every test condition. The demographic and language characteristics that most affected speech recognition performance across the test measures included the length of time the person lived in the United States, the age of English acquisition, the number of minutes per day English was spoken by the participant, and the self-rated English proficiency.The findings in this study highlight the importance and benefit of higher SNRs as well as the provision of vocal and spatial cues for improving speech recognition performance in noise of adult and pediatric listeners who speak Mandarin Chinese as a native language.
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Chang-Smith, Meiyun. "Developmental pathways for first language acquisition of Mandarin nominal expressions: Comparing monolingual with simultaneous Mandarin—English bilingual children." International Journal of Bilingualism 14, no. 1 (March 2010): 11–35. http://dx.doi.org/10.1177/1367006909356645.
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van de Weijer, Jeroen, and Marjoleine Sloos. "The four tones of Mandarin Chinese." Linguistics in the Netherlands 31 (November 10, 2014): 180–91. http://dx.doi.org/10.1075/avt.31.13wei.
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In this paper we discuss the four tones of Standard (Beijing) Mandarin Chinese. First, we will suggest a proposal for their phonological representation. Then, we discuss the order in which they are acquired in first language acquisition, relating this both to the representations we propose and to the relative frequency with which these tones appear in the most frequently used Chinese words. It turns out that the former predicts the order of acquisition more closely than the latter: We provide an explanation for this based on the early stage at which the tones are acquired.
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Zhang, Weizhao, and Hongwu Yang. "Meta-Learning for Mandarin-Tibetan Cross-Lingual Speech Synthesis." Applied Sciences 12, no. 23 (November 28, 2022): 12185. http://dx.doi.org/10.3390/app122312185.
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The paper proposes a meta-learning-based Mandarin-Tibetan cross-lingual text-to-speech (TTS) to realize both Mandarin and Tibetan speech synthesis under a unique framework. First, we build two kinds of Tacotron2-based Mandarin-Tibetan cross-lingual baseline TTS. One is a shared encoder Mandarin-Tibetan cross-lingual TTS, and another is a separate encoder Mandarin-Tibetan cross-lingual TTS. Both baseline TTS use the speaker classifier with a gradient reversal layer to disentangle speaker-specific information from the text encoder. At the same time, we design a prosody generator to extract prosodic information from sentences to explore syntactic and semantic information adequately. To further improve the synthesized speech quality of the Tacotron2-based Mandarin-Tibetan cross-lingual TTS, we propose a meta-learning-based Mandarin-Tibetan cross-lingual TTS. Based on the separate encoder Mandarin-Tibetan cross-lingual TTS, we use an additional dynamic network to predict the parameters of the language-dependent text encoder that could realize better cross-lingual knowledge sharing in the sequence-to-sequence TTS. Lastly, we synthesize Mandarin or Tibetan speech through the unique acoustic model. The baseline experimental results show that the separate encoder Mandarin-Tibetan cross-lingual TTS could handle the input of different languages better than the shared encoder Mandarin-Tibetan cross-lingual TTS. The experimental results further show that the proposed meta-learning-based Mandarin-Tibetan cross-lingual speech synthesis method could effectively improve the voice quality of synthesized speech in terms of naturalness and speaker similarity.
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Yin, Yuxia. "Review of Zhang (2018): Second Language Acquisition of Mandarin Chinese Tones: Beyond First Language Transfer." International Journal of Chinese Linguistics 8, no. 1 (June 1, 2021): 169–76. http://dx.doi.org/10.1075/ijchl.00013.yin.
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Liu, Yabin. "On Phonetic Negative Transfer from Dialect to Mandarin--A Case Study of Vowels in Mandarin with Hengshan Accent." International Journal of Linguistics 8, no. 4 (August 16, 2016): 57. http://dx.doi.org/10.5296/ijl.v8i4.9899.
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<p>It is a popular belief that second language acquisition is strongly influenced by learner’s first language. This study makes a tentative research on phonetic negative transfer from Hengshan dialect to standard Mandarin based on the analysis of errors of vowel pronunciation in Mandarin with Hengshan accent by virtue of Praat. The result suggests that pronunciation of simple vowels, compound vowels as well as nasal vowels are more or less influenced by Hengshan dialect. </p>
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Chen, Yu-Chieh, and Jen-i. Li. "Kěài ‘cute’ in Mandarin." Concentric. Studies in Linguistics 47, no. 1 (April 19, 2021): 1–33. http://dx.doi.org/10.1075/consl.00021.li.
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Abstract The word kěài in Mandarin is semantically rich. However, little research has been devoted to examining its meanings and uses, let alone possible innovative usage following the popularity of social media platforms. Hence, this study aims to examine in detail (a) the descriptive range, meanings and functions of kěài, and (b) possible changes of its usage in Internet communication. To achieve these goals, a total of 800 tokens of kěài were collected and analyzed–400 from the Sinica Corpus and 400 from two widely used social media platforms, representing the data before and after social media platforms became popular. Our major findings are: First, although human beings and non-human objects are what kěài mostly describes, its descriptive range is shifting to more abstract entities for much higher percentages of Abstract Entity and Event are found on the social media platforms. Second, the influence of age and gender factors has weakened. Third, although most of the non-human cases are described as kěài due to their external features, most of the human cases in the Sinica Corpus are called kěài for their external features while on the social media platforms, for their non-external features. Fourth, kěài conveys positive meanings most of the time, and the three most frequently found meanings of kěài in the Sinica Corpus are different from those on the social media platforms. Fifth, kěài is found to serve as hedges in both sets of data, but it is also used to show surprise on the social media platforms.
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Diner, Lispridona. "Analisis Bentuk Kesalahan dalam Mengarang Bahasa Jepang yang Dipengaruhi oleh Bahasa Pertama." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 33. http://dx.doi.org/10.22146/jla.53309.
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Second language acquisition (SLA) for Indonesian students can be in the form of regional languages, Indonesian language, English as an international language or a foreign language. Foreign languages such as Mandarin, Korean and Japanese. The learning process of writing especially at the elementary level, students have difficulty in composing Japanese sentences. Based on observations, this happens because in the process of writing students are still influenced by the first language. Therefore, this study aims to determine the effect of first language in writing Japanese at the elementary level. The research method used in this study is a qualitative research method. The data of this research are in the form of students' essays in the Shokyuu Kohan sakubun course. And the data analysis technique used is the analysis of language errors. Based on the results and discussions, it can be concluded that writing Japanese essays is influenced by the first language, in this case the first language is Indonesian. Of the errors affected by the first language by 67% influenced by the sentence patterns of the first language and 33% influenced by the vocabulary of the first language.
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Salim, Yuk Ting. "PENGARUH MEDIA AUDIOVISUAL TERHADAP KEMAMPUAN BERARGUMENTASI MAHASISWA PROGRAM STUDI SASTRA CHINA DALAM MATA KULIAH “CHINA TODAY”." KULTURISTIK: Jurnal Bahasa dan Budaya 5, no. 1 (January 4, 2021): 25–34. http://dx.doi.org/10.22225/kulturistik.5.1.2366.
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The achievement of the level of language skills in learning Mandarin at the tertiary level is largely determined by the level of depth of knowledge received by students. The subject "China Today" is a listening course at the advanced level, where students must respond to Mandarin language discussions in the audiovisual media. Based on the field observations, it was found that there were two ways that are consistently used among students in presenting their arguments. The first is the delivery of short reviews and arguments that just repeat a few sentences according to what are they heard in the audiovisual media. The second is the submission of a complete review (covering all aspects mentioned in the audiovisual media), then followed by personal arguments. In the final listening process, as described by Tarigan, students should use the second way to present their arguments, to prove that they had achieved to the advanced level. The aim of this research is to identify which vocabulary was taken from audiovisual media, to analyze the effect of audiovisual media on students' ability in presenting arguments in the Mandarin language.
 Keywords: argumentative, audiovisual, Mandarin language, media
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Su, Danjie, and Hongyin Tao. "Teaching the Mandarin utterance-final particle le through authentic materials." Chinese as a Second Language Research 7, no. 1 (April 25, 2018): 15–45. http://dx.doi.org/10.1515/caslar-2018-0002.
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AbstractThe Mandarin utterance-final particle le is among the most difficult and elusive grammatical features that learners of Chinese often encounter, owing to its rich interactional pragmatic functions and the lack of a counterpart in many first languages. In this article, we use media clips to illustrate a beginning-level language teaching unit for this feature. We show that authentic materials can be used to address pedagogical issues with some of the most difficult grammatical phenomena in Chinese and that this can be accomplished via material design, classroom activities, and assessment methods – all at the beginning level. (All relevant video clips used in this article can be found from this website: http://clicresearch.rice.edu/caslar-authentic-spoken-language/#le)
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CHEN, LI-MEI, and RAYMOND D. KENT. "Segmental production in Mandarin-learning infants." Journal of Child Language 37, no. 2 (June 3, 2009): 341–71. http://dx.doi.org/10.1017/s0305000909009581.
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ABSTRACTThe early development of vocalic and consonantal production in Mandarin-learning infants was studied at the transition from babbling to producing first words. Spontaneous vocalizations were recorded for 24 infants grouped by age: G1 (0 ; 7 to 1 ; 0) and G2 (1 ; 1 to 1 ; 6). Additionally, the infant-directed speech of 24 caregivers was recorded during natural infant–adult interactions to infer language-specific effects. Data were phonetically transcribed according to broad categories of vowels and consonants. Vocalic development, in comparison with reports for children of other linguistic environments, exhibited two universal patterns: the prominence of [ɛ] and [ə], and the predominance of low and mid vowels over high vowels. Language-specific patterns were also found, e.g. the early appearance and acquisition of low vowels [ɑ]. Vowel production was similar in G1 and G2, and a continuum of developmental changes brought infants' vocalization closer to the adult model. Consonantal development showed two universal patterns: labials and alveolars occurred more frequently than velars; and nasals developed earlier than fricatives, affricates and liquids. We also found two language-specific patterns: alveolars were more prominent than labials and affricates developed early. Universal and language-specific characteristics in G1 continued to be prominent in G2. These data indicate that infants are sensitive to the ambient language at an early age, and this sensitivity influences the nature of their vocalizations.
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Chang, Yufen. "Indexical perception in Chinese: The influence of first‐language (L1) Taiwanese on second‐language (L2) Mandarin." Journal of the Acoustical Society of America 125, no. 4 (April 2009): 2754. http://dx.doi.org/10.1121/1.4784620.
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