Thematische Bibliographien / Chinese language – sound recordings for english speakers

Auswahl der wissenschaftlichen Literatur zum Thema „Chinese language – sound recordings for english speakers“

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Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Chinese language – sound recordings for english speakers"

Gu, Xiaowei. „An Acoustic Study of the Stop Consonants in Lettered-Words Produced by Chinese Mandarin Speakers“. Theory and Practice in Language Studies 13, Nr. 11 (01.11.2023): 2910–17. http://dx.doi.org/10.17507/tpls.1311.22.

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This paper presents key findings from an acoustic study on Chinese Mandarin Speakers’ realization of the stop consonants in lettered-words and the stop consonants in Chinese phrases. The research was conducted through voice recording and analysis of data collected from Chinese Mandarin speakers. Recordings of 2000 overall tokens were collected and analyzed using Praat phonetic software. The mean VOT values obtained from both lettered-words and Chinese phrases were compared and statistically tested using the Independent Samples t-test. The research findings show that first, the stop consonants in lettered-words produced by Chinese Mandarin speakers are all voiceless stop consonants, distinguished as being [+aspirated] and [-aspirated]. Second, the VOT values of [p] [t] [k] in lettered-words are significantly lower than their counterparts in Chinese phrases. Third, the stop consonants in lettered-words have the same stop pattern as those in Chinese phrases. The research presents proof that where there is phonemic similarity (but phonetic dissimilarity) across Chinese Mandarin and English, L1 phonetic properties are strong for Chinese Mandarin speakers to produce lettered-words in L1 environment, which further confirms former scholars’ conviction of mother tongue interference in L2 learning. Similar phonemes in L1 and L2 are realized identically to L1 sounds, and there is significant interference from the speaker’s native language on phonetic properties produced in L2. In addition, the research presents implication for future research that might explore other acoustic features of lettered-words in Chinese Mandarin.

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Zang, Yunhao. „How Dialects of Chinese Language Influence L1-Speakers Phonological and Phonetic Acquisition of English“. Communications in Humanities Research 34, Nr. 1 (21.05.2024): 17–22. http://dx.doi.org/10.54254/2753-7064/34/20240082.

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There have been many studies concerning Chinese dialects influence on the learning of English sounds. However, it is widely believed that Chinese dialect speakers always face greater difficulties when learning English than Mandarin speakers, which is rebutted through this research, to some degree. The study tests the English repeating ability of speakers native to Wenzhou Wu, a dialect with a significant difference, and native to Tianjin Mandarin, which is very similar to Putonghua. The study compares the phonology of these two dialects and English and assumes that both of these dialects influence the acquisition of certain sounds of English. L1 speakers of these two dialects, who have not been exposed to English before, are asked to repeat the recording of English words, and through phonetic analysis of the material, we can find the difference in these candidates ability to acquire these sounds. The results show that the two branches of the Chinese language are found to both facilitate and obstacle native speakers SLA in different aspects.

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ORTEGA-LLEBARIA, MARTA, MARITZA NEMOGÁ und NORA PRESSON. „Long-term experience with a tonal language shapes the perception of intonation in English words: How Chinese–English bilinguals perceive “Rose?” vs. “Rose”“. Bilingualism: Language and Cognition 20, Nr. 2 (28.10.2015): 367–83. http://dx.doi.org/10.1017/s1366728915000723.

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Long-term experience with a tonal language shapes pitch perception in specific ways, and consequently Chinese speakers may not process pitch in English words – e.g., “Rose?” spoken as a question versus “Rose” spoken as a statement – in the same way as native speakers of non-tonal languages do. If so, what are those pitch processing differences and how do they affect Chinese recognition of English words? We investigated these questions by administering a primed lexical-decision task in English to proficient Chinese–English bilinguals and two control groups, namely, Spanish–English and native English speakers. Prime-target pairs differed in one sound and/or in pitch. Results showed specific cross-language differences in pitch processing between the Chinese speakers and the control groups, confirming that experience with a tonal language shaped the perception of English words' intonation. Moreover, such experience helps to incorporate pitch into models of word-recognition for bilinguals of tonal and non-tonal languages.

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Wu, Yutong. „Difficulties in Production of Voiceless Interdental Fricative // Sound for Chinese Learners of English“. Communications in Humanities Research 3, Nr. 1 (17.05.2023): 206–13. http://dx.doi.org/10.54254/2753-7064/3/20220251.

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Chinese learners of English have long been known to have significant difficulties with the voiceless fricative // sound in English. This study focuses on the challenges and errors faced by Chinese learners of English while producing the voiceless interdental fricative sound //, and aims to find out the speakers error rate and possible reasons when pronouncing it. In this study, six Chinese adult learners of English were selected as a sample for pronunciation recordings, and the average pronunciation accuracy of // and the accuracy of each individual were calculated. Next, a short interview is conducted with each of them, containing possible reasons for the mispronunciation. The results of the study showed that the overall average correct pronunciation rate of the six Chinese English learners was only 37%. There was a positive correlation between the learners' long-term exposure to a pure, full English environment and the accuracy of their pronunciation. And the correct position of the tongue during pronunciation determines correct pronunciation.

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Wei, Mei. „Linguistic Dimensions of Accentedness, Comprehensibility and Intelligibility: Exploring Listener Effects in American, Moroccan, Turkmen and Chinese Varieties of English“. Chinese Journal of Applied Linguistics 44, Nr. 4 (01.12.2021): 520–42. http://dx.doi.org/10.1515/cjal-2021-0033.

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Abstract The present study examines accentedness, comprehensibility, and intelligibility of American English, Moroccan English, Turkmen English, and Chinese English, from the perspectives of three groups of listeners: native speakers of English and Chinese speakers of English with or without international experiences. Of the 145 listeners, 38 had face-to-face interviews. These listener groups were asked to listen to the recordings of the four English varieties and fill in a cloze test. Results indicated that the three listener groups differed significantly in rating comprehensibility of American English, Moroccan English and Chinese English but they did not give Turkmen English statistically different ratings; there were no significant differences in accentedness ratings except for Chinese English; and there were significant differences in the intelligibility scores of the four English varieties. In addition, with respect to seven linguistic variables—speed, clarity, intonation, smoothness and fluency, vocal intensity, pause, vocabulary and grammar, there were significant differences in three listener groups’ rating of six variables in American English except the one of “speed”. By contrast, Chinese English received significantly different ratings only in “proper speed”. No differences were found in the ratings for Moroccan English and Turkmen English. Finally, unlike Chinese listeners without international experiences, native listeners and Chinese listeners with international experiences shared some similarities in correlations between the ratings of accentedness and comprehensibility and those of linguistic variables on Moroccan English, Turkmen English, and Chinese English. However, the results for American English from Chinese listeners without international experiences and native listeners seemed to be more alike. Linguistic variables correlating with accentedness and comprehensibility of American English showed a mixed profile. Qualitative data provided more variant elaborations on the pronunciations and language uses of the speakers.

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Guo, Xinyue. „A Corpus-based Study on Speech Errors in Pronouncing the Fricative // by Chinese Learners of English“. Communications in Humanities Research 2, Nr. 1 (28.02.2023): 451–56. http://dx.doi.org/10.54254/2753-7064/2/2022544.

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There were quite a few studies investigating English pronunciation errors of Chinese learners of English. However, studies focusing on one typical sound and its detailed features are still inadequate. Besides, limited studies used speech corpora to investigate this topic due to a lack of available speech corpora. To fill such a research gap, this study uses the corpus L2-ARCTIC to investigate the speech errors of voiceless dental fricative // among four Chinese learners of English, and analyzes the possible reasons for the speech errors. Data are collected by analyzing the speech recordings from the corpus L2-ARCTIC, and the pronunciation errors of speakers are classified into different types. Results show that, in this corpus, the types of speech errors of the fricative // are the substitution and deletion. The sounds that have very close manners and places of articulation are easier to become the error sounds to replace the // sound.

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Tan, Ying-Ying, und Christina Castelli. „Intelligibility and attitudes“. English World-Wide 34, Nr. 2 (17.05.2013): 177–201. http://dx.doi.org/10.1075/eww.34.2.03tan.

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This paper investigates international responses to Singapore English (SgE), in terms of both intelligibility and attitudes toward the speaker, and compares it to responses to American English (AmE). It surveys 200 respondents from over 20 countries as they listen to a set of 15 sound recordings, including read SgE, spontaneous SgE, and read AmE. The results suggest that the intelligibility of SgE and AmE does differ between informants from different regions. However, the intelligibility of the test stimuli does not correlate simply to positive and negative attitudes. While SgE elicits generally positive attitudes, what is interesting is that the judgments of respondents from South-East Asia and East Asia are often more negative than those of English speakers of Inner Circle varieties. This seems to suggest not only an impenetrable mindset of these traditionally “non-native” English speakers, who seem to be still clamoring to speak an idealized “standard”, but also an inferiority complex over their own varieties of English.

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Chen, Hanzi. „How Mandarin Influences R in the Accented American English of Chinese Learners“. Communications in Humanities Research 10, Nr. 1 (31.10.2023): 42–48. http://dx.doi.org/10.54254/2753-7064/10/20231233.

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The use of English as a global language has led to a growing number of non-native English speakers, including Chinese learners, who speak English with an accent influenced by their first language. This phenomenon can be explained by the mutual exclusivity assumption, which means that our first language will interfere with the second language acquisition. This study examines the role of the English phoneme/r/in the accented English of Chinese learners. The research investigates how Chinese learners perceive, produce, and acquire /r/in English and the challenges they face in mastering this sound. The study draws on existing research on the mutual exclusivity effect, second language acquisition, and phonology employing a qualitative method to analyze data collected from Chinese learners of English with the help of Praat. The findings reveal that Chinese learners encounter difficulties with /r/ due to the absence or different phonetic realization of this sound in their native language. These learners often struggle with both the perception and production of /r/, leading to various types of mispronunciation. The study also identifies factors that contribute to the challenges faced by Chinese learners in acquiring /r/, including the influence of their first language, the age of acquisition, and the exposure to English input. Furthermore, the study highlights the importance of teaching strategies that target the specific needs of Chinese learners in mastering/r/and improving their overall English pronunciation.

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GREEN, DAVID W., JENNY CRINION und CATHY J. PRICE. „Exploring cross-linguistic vocabulary effects on brain structures using voxel-based morphometry“. Bilingualism: Language and Cognition 10, Nr. 2 (Juli 2007): 189–99. http://dx.doi.org/10.1017/s1366728907002933.

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Given that there are neural markers for the acquisition of a non-verbal skill, we review evidence of neural markers for the acquisition of vocabulary. Acquiring vocabulary is critical to learning one's native language and to learning other languages. Acquisition requires the ability to link an object concept (meaning) to sound. Is there a region sensitive to vocabulary knowledge? For monolingual English speakers, increased vocabulary knowledge correlates with increased grey matter density in a region of the parietal cortex that is well-located to mediate an association between meaning and sound (the posterior supramarginal gyrus). Further this region also shows sensitivity to acquiring a second language. Relative to monolingual English speakers, Italian–English bilinguals show increased grey matter density in the same region. Differences as well as commonalities might exist in the neural markers for vocabulary where lexical distinctions are also signalled by tone. Relative to monolingual English, Chinese multilingual speakers, like European multilinguals, show increased grey matter density in the parietal region observed previously. However, irrespective of ethnicity, Chinese speakers (both Asian and European) also show highly significant increased grey matter density in two right hemisphere regions (the superior temporal gyrus and the inferior frontal gyrus). They also show increased grey matter density in two left hemisphere regions (middle temporal and superior temporal gyrus). Such increases may reflect additional resources required to process tonal distinctions for lexical purposes or to store tonal differences in order to distinguish lexical items. We conclude with a discussion of future lines of enquiry.

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Rogers, Catherine L., und Jonathan Dalby. „Forced-Choice Analysis of Segmental Production by Chinese-Accented English Speakers“. Journal of Speech, Language, and Hearing Research 48, Nr. 2 (April 2005): 306–22. http://dx.doi.org/10.1044/1092-4388(2005/021).

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This study describes the development of a minimal-pairs word list targeting phoneme contrasts that pose difficulty for Mandarin Chinese-speaking learners of English as a second language. The target phoneme inventory was compiled from analysis of phonetic transcriptions of about 800 mono- and polysyllabic English words with examples of all the vowels, diphthongs, and syllable onsets and codas of the language. The Mandarin-specific minimal-pairs list derived from the phonetic transcription analyses contains 190 items. Tape recordings were made of 8 Mandarin speakers reading a randomized version of target items from the minimal-pairs list and a set of 20 sentences. Listeners who were native American English speakers judged the words in a forced-choice task and wrote down what they understood of the sentences. Correlations between listener responses on the forced-choice task and the sentence intelligibility scores showed differences in the strength of the relationship with sentence intelligibility across categories of minimal-pairs contrasts. Multiple regression analysis found listener responses on the minimal-pairs task to account for approximately 76% of the variance in speakers' sentence intelligibility scores, showing that performance on the minimal pairs of the probe list does predict connected speech intelligibility. Analyses of individual contrasts indicate target phonemes most often misperceived by native listeners.

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Bücher zum Thema "Chinese language – sound recordings for english speakers"

Feng, Yilian. Qing jing hua yu =: Chinese for everyday scenarios : beginning Mandarin Chinese for native English speakers and Chinese teachers. 8. Aufl. Xinbei Shi: Tong yi chu ban she you xian gong si, 2012.

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Pittman, Joann. Survival Chinese lessons: A provocative new look at the creation account. Colorado Springs, CO: Dawson Media, 2010.

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Elizabeth, Scurfield, Hrsg. Beginner's Mandarin Chinese. London: Teach Yourself, 2008.

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D, Seligman Scott, und Chen I.-Chuan 1940-, Hrsg. Now you're talking Mandarin Chinese in no time [sound recording]. 3. Aufl. Hauppauge, N.Y: Barron's, 2007.

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Ying yu guo ji yin biao yi xue jiu hui: English phonetic symbols. Guangzhou Shi: Shi jie tu shu chu ban gong si, 2006.

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Li, Jiatong. Gen Li bo bo xue Ying wen: Good fate = Learning English from Uncle Lee : Good fate. 8. Aufl. Taibei Shi: Jiu ge chu ban she you xian gong si, 2009.

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J, Bauer Daniel, Koss Nicholas 1943- und Guan Yueshu, Hrsg. Gen Li bo bo xue Ying wen: Page 21 = Learning English from Uncle Lee : Page 21. Taibei Shi: Jiu ge chu ban she you xian gong si, 2009.

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Ogawa, Hitoshi. Qing song zi zao 60 fen zhong quan Ying yu huan jing xue xi fa: Lao wai zui chang yong de 20 ju xing + gong si jian bao bi yong 15 duan yu, yi ge yue dui da re liu. Taibei Shi: Da le wen hua you xian gong si, 2014.

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Mahoney, Judy. Teach me-- everyday Chinese. Minnetonka, MN: Teach Me Tapes, 2008.

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Jingmin, Gao, und Zhan Jingqiu, Hrsg. Yi kan jiu hui nian de Ying yu fa yin fa: Speak English life an American. Taibei Shi: Zhong wen tu shu gu fen you xian gong si, 2007.

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Buchteile zum Thema "Chinese language – sound recordings for english speakers"

Verkhovtsova, O. M., O. V. Ishchenko und O. V. Kutsenko. „SECTION #5. LANGUAGE PICTURE OF THE WORLD: LINGUISTIC AND CULTURAL ASPECTS 5.1 THE INFLUENCE OF THE CHINESE CULTURE AND LANGUAGE ON THE EUROPEAN COMMUNITY“. In CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052-10.

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Modern world languages, with their specific features of sound, grammar and vocabulary, emerge as a product of long historical development, in the process of which they have undergone various changes due to various reasons. In most cases, under the internal laws of development, the greatest changes can be traced in the field of vocabulary, under the influence of external factors related to the historical destiny of the people, the native language speakers. Changes can affect all the aspects of language structure, but they work differently. The process of borrowing words is natural and inevitable, due to trade, scientific and cultural contacts between peoples. Every closed national culture usually loses in its development. However, this process proceeds with varying degrees of intensity. Language cannot exist outside the context of a languagecentered culture. Unlike Slavic, Germanic and Romance languages, Chinese as a donor language does not play a significant role in replenishing the vocabulary of European languages. Recently, one source language has been actively used, it is English. Nevertheless, there are a number of borrowings from the Chinese language, which are several thematic groups, and their composition has been replenished. Their study is currently particularly relevant in connection with the processes of globalization. The article attempts to analyze the impact of the Chinese language and culture on the European society in general and English in particular. How do language and culture relate - these two most important attributes of a person and humanity? How do they interact? These are the basis of most cultural formations and communicative reality; they are all complex and very topical questions that the research is to answer.

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