Spoken word recognition in young tone language learners: Age-dependent effects of segmental and suprasegmental variation

Ma, Weiyi; Zhou, Peng; Singh, Leher; Gao, Liqun

doi:10.1016/j.cognition.2016.11.011

Cited by 27 publications

(48 citation statements)

References 92 publications

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“…Falling, 51). Along similar lines, in a familiar word recognition paradigm, Ma et al ( 2017 ) found that Mandarin monolingual toddlers were more sensitive to mispronunciations of familiar words introduced by a Static-Dynamic contrast (T1-T3, 55-214) than by Dynamic-Dynamic contrasts (T3-T4, 214-51 or T2-T3, 35-214). Nevertheless, there is evidence that younger, 6- and 9-month-old, English-language infants discriminate the dynamic-dynamic Thai Rising-Falling tone contrast and do so even better than the static-dynmaic Low-Rising tone contrast (Mattock and Burnham, 2006 ).…”

Section: Discussionmentioning

confidence: 80%

Constraints on Tone Sensitivity in Novel Word Learning by Monolingual and Bilingual Infants: Tone Properties Are More Influential than Tone Familiarity

et al. 2018

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This study compared tone sensitivity in monolingual and bilingual infants in a novel word learning task. Tone language learning infants (Experiment 1, Mandarin monolingual; Experiment 2, Mandarin-English bilingual) were tested with Mandarin (native) or Thai (non-native) lexical tone pairs which contrasted static vs. dynamic (high vs. rising) tones or dynamic vs. dynamic (rising vs. falling) tones. Non-tone language, English-learning infants (Experiment 3) were tested on English intonational contrasts or the Mandarin or Thai tone contrasts. Monolingual Mandarin language infants were able to bind tones to novel words for the Mandarin High-Rising contrast, but not for the Mandarin Rising-Falling contrast; and they were insensitive to both the High-Rising and the Rising-Falling tone contrasts in Thai. Bilingual English-Mandarin infants were similar to the Mandarin monolinguals in that they were sensitive to the Mandarin High-Rising contrast and not to the Mandarin Rising-Falling contrast. However, unlike the Mandarin monolinguals, they were also sensitive to the High Rising contrast in Thai. Monolingual English learning infants were insensitive to all three types of contrasts (Mandarin, Thai, English), although they did respond differentially to tone-bearing vs. intonation-marked words. Findings suggest that infants' sensitivity to tones in word learning contexts depends heavily on tone properties, and that this influence is, in some cases, stronger than effects of language familiarity. Moreover, bilingual infants demonstrated greater phonological flexibility in tone interpretation.

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Section: Discussionmentioning

confidence: 80%

Constraints on Tone Sensitivity in Novel Word Learning by Monolingual and Bilingual Infants: Tone Properties Are More Influential than Tone Familiarity

et al. 2018

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“…Regardless of the salience of lexical tones, native tone language learning infants do not fully acquire lexical tones until childhood, and global intonation contours interfere with the recognition of lexical tones (Singh and Chee, 2016; Singh and Fu, 2016). In addition, although lexical tones are phonemic in Chinese, when learning novel words, 3-year-old Chinese children are more tolerant to lexical tone than to vowel mispronunciations (Ma et al, 2017). In sum, lexical tone perception seems flexible and exhibits a complex course of development.…”

Section: Introductionmentioning

confidence: 99%

“…We chose 4- and 12-month-olds since these age groups precede and follow perceptual reorganization, which allows us to observe whether development in lexical tone perception is language specific. As Dutch infants have shown high sensitivity to the contrast of Chinese high-level and high-falling tone (Liu and Kager, 2014) and to prevent a ceiling effect, we used two perceptually similar lexical tones (Hume and Johnson, 2001; Ma et al, 2017), namely the Chinese rising and dipping tones as the stimuli. Since, we focus on acoustic perception that underlies music and language processing, the infants were tested on their discrimination of single tokens of lexical tones and musical melodies, which prevented possible interference from normalization (Singh et al, 2004; Singh, 2008; Shi, 2010; Chen and Kager, 2015).…”

Section: Introductionmentioning

confidence: 99%

Pitch Perception in the First Year of Life, a Comparison of Lexical Tones and Musical Pitch

2017

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Pitch variation is pervasive in speech, regardless of the language to which infants are exposed. Lexical tone is influenced by general sensitivity to pitch. We examined whether the development in lexical tone perception may develop in parallel with perception of pitch in other cognitive domains namely music. Using a visual fixation paradigm, 100 and one 4- and 12-month-old Dutch infants were tested on their discrimination of Chinese rising and dipping lexical tones as well as comparable three-note musical pitch contours. The 4-month-old infants failed to show a discrimination effect in either condition, whereas the 12-month-old infants succeeded in both conditions. These results suggest that lexical tone perception may reflect and relate to general pitch perception abilities, which may serve as a basis for developing more complex language and musical skills.

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“…These tools are employed in almost all the social networks and commercial affairs (Marsh & Lange, 2000;Shamim, 2011) Thus, a thorough understanding of the English language is deemed necessary (Ma, Weiyi, 2017). For those who strive to acquire English, there are some prerequisites that need to be considered.…”

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confidence: 99%

“…Language itself serves the purpose of helping a listener focus his/her heed to the world; it can make connections between stories and viewpoints about the same prospect (Tien, 2015;Ma & Weiyi, 2017 ). One learns what one attends; thus, attention affects language acquisition.…”

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confidence: 99%

The Effect of Readıng Novels on Iraqı EFL Learners, Vocabulary Knowledge and Readıng Comprehensıon Abılıty

Al-Bajalan

Alishah

2018

ijcrr

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Abstract:The study investigated the effect of reading novels in learning English as a foreign language (EFL) among sixty-five students at the Department English Language and literature/ Sulaimani University. The participators were in two groups (control and experimental groups) including both sexes (39 male and 21 female). All of them were third-year students; they had already studied literature for two years prior to their participation. In order to determine the effect of reading novels on language learning, it was necessary to measure placement test, vocabulary and reading comprehension tests, Rosetta Stone software for vocabulary knowledge and Tell Me More software for reading comprehension. The findings showed that control and experimental groups both reported higher than vocabulary in language learning with the mean score of pretest 15.16, and that for post-test being 17.03. The findings also revealed that there was no statistically significant difference between both groups' vocabulary knowledge, while a statistically significant difference was found to exist in the post-test. The findings showed that reading comprehension reported higher than control and experimental groups in pre-test with mean 14.30 while in post-test, control and experimental groups scored higher than Reading comprehension with mean 17.03. Again, there was no statically significant difference in the mean of the scores of the pre-test of reading comprehension of both groups, while statistically significant difference in the mean of the scores of the post-test of reading comprehension of both groups existed. Correlation analysis was carried out to determine the relationship between reading comprehension and vocabulary knowledge, adhering to the administration of tests. In both groups, the results demonstrated that there was appositive relationship between the students' reading comprehension and vocabulary knowledge in their learning of English as a foreign language.Key words: Communicative Standards, Non novels, Reading Comprehension, Reading Novels Introduction:

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Spoken word recognition in young tone language learners: Age-dependent effects of segmental and suprasegmental variation

Cited by 27 publications

References 92 publications

Constraints on Tone Sensitivity in Novel Word Learning by Monolingual and Bilingual Infants: Tone Properties Are More Influential than Tone Familiarity

Constraints on Tone Sensitivity in Novel Word Learning by Monolingual and Bilingual Infants: Tone Properties Are More Influential than Tone Familiarity

Pitch Perception in the First Year of Life, a Comparison of Lexical Tones and Musical Pitch

The Effect of Readıng Novels on Iraqı EFL Learners, Vocabulary Knowledge and Readıng Comprehensıon Abılıty

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