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Advisor: Dr. Raung-fu Chung Graduate: Li-Wen Huang

Phonological Constraints on the Acquisition of Mid Vowels in English, Mandarin, and Southern Min for College Students in Taiwan. Advisor: Dr. Raung-fu Chung Graduate: Li-Wen Huang. 1. Introduction. 1.1 Background and Motivation 1.2 Purposes of the Study 1.3 Research Questions.

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Advisor: Dr. Raung-fu Chung Graduate: Li-Wen Huang

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  1. Phonological Constraints on the Acquisition of Mid Vowels in English, Mandarin, and Southern Min for College Students in Taiwan Advisor: Dr. Raung-fu Chung Graduate: Li-Wen Huang

  2. 1. Introduction 1.1 Background and Motivation 1.2 Purposes of the Study 1.3 Research Questions

  3. Background and Motivation • There is no [, , ] in Mandarin Chinese or other Chinese languages spoken in Taiwan. • There is no [e] ([ej] in Southern Min and Hakka, although there are [ej] and [ow] in Mandarin Chinese. • It is, therefore, interesting that whether Taiwanese students are able to perceive as well as produce the English [ej] (as in say] and [ow] (as in so).

  4. Purpose of the Study • Focus on mid vowels /e/ and /o/. • Production: understanding how the subjects pronounce the mid vowels, and how they are affected by their 1stand 2nd language. • Perception: know if they can tell the differences between the mid vowels /e/, //, //, and /o/, //

  5. Research Questions (1) Can students in Taiwan identify the differences between the five mid vowels /e/, //, //, /o/, and // in English, Mandarin and Southern Min? (2) What are the roles of the native language in the acquisition of English as a 3rd language? (3) What are the differences between English vowel /e/, //, and//, Mandarin vowel /ei/(ㄟ) and /e/(ㄝ), and SM vowel /e/? On the contrary, what are the differences between English vowel /o/ and //, Mandarin vowel /ou/(ㄡ) and /o/(ㄛ), and SM vowel /o/? (4) Which of the mother languages influences English more, Mandarin or SM?

  6. 2. Literature Review 2.1 Acoustic Analysis of Vowels 2.2 Contrastive Analysis Hypothesis (CAH)

  7. Acoustic Analysis of Vowels • 後面這幾章三張圖都換過，美國英語用Hillerbrand et al. （我論文的(4)) • 國語用(9) • 閩南語用(10)這樣才能顯現你有看書

  8. Acoustic Analysis of Vowels • 2. Mandarin Vowel System • 9 monophthongs: / i(ㄧ), u(ㄨ), y(ㄩ), a(ㄚ), (ㄛ), (ㄜ), e(ㄝ),(ㄦ), / • Diphthongs: (Chung, 2006) Falling: (vowel+glide) /ei/ and /ou/ (ㄟ) (ㄡ) Raising: (glide+vowel) /ie/ and /uo/ (ㄧㄝ) (ㄨㄛ)

  9. Acoustic Analysis of Vowels • 3. Southern Min Vowel • Spoken by about 73% of the populations in Taiwan in 2009 • 6 monothphongs: /I, e, , , o, a/

  10. CAH: Contrastive analysis Hypothesis • Lado (1957) – • By systematically comparing a language and culture to be learned with the students’ native language and culture one can predict and describe in which areas language learners will have difficulties. • Chung (1996)- • Taiwanese studetns are usually confused in pronouncing English bought [bt] and boat [bot] • Another example between Mandarin and Southern Min is 烈 [lie] and 累 [lei] which people will pronounce as [le].

  11. CAH: Contrastive analysis Hypothesis • Tai (2000)- • The subjects cannot contrast the five pairs of sounds: /s, /, /i, /, /e, /, /o, / and /u, /. • Tseng (2011)- • More than half of the 102 subjects cannot do well on differentiating the target vowels /e/, //, and // • Wang (2012)- • English vowels /o/, /u/, and /a/ are influenced by the subjects’ Mandarin.

  12. 3. Methodology 3.1 Participants 3.2 Instruments 3.3 Procedures

  13. Participants • 28 female participants • Second grade of a junior college in Chiayi • Learned English for at least nine years • L1: SM L2: Mandarin

  14. Instruments for Data Collecting (1) A questionnaire: For the subjects’ family background and learning experience (2) Production experiment: Three reading lists in English, Mandarin, and Southern Min (3) Perception experiment: Listening task for distinguishing the differences between the mid vowels in the three languages

  15. Instruments for Data Collection (4) Recording Materials: - a notebook computer - a head-microphone with a speaker -a recording shelter - PraatSoundRecorder

  16. Instruments for Data analysis (1) Praat: To adopt the formants of the vowels (2) Micro Office Excel: To compare the three groups of vowels and transformed the numbers into vowel charts.

  17. Procedures Design the questionnaire and the reading and listening lists Recruit subjects Subjects fill in the questionnaire Use Praat to record the sound files Administer the listening task Analyze the data Discuss the analyzed results

  18. 4. Results and Discussion 4.1 Introduction 4.2 The Production Experiment 4.3 The perception Experiment 4.3.1 The First Part of the Perception Experiment 4.3.2 The Second Part of the Perception Experiment

  19. Vowel Movements English /e, D, W/ • The F1 and F2 of /e/, /D/, /W/ were produced similarly. • Only the F2 of /e/ was higher. So the tongue body was more front.

  20. Vowel MovementsEnglish /e, D, W/ & SM /e/ • The F1 of SM/e/ was lower while the F2 was almost the same as English but went down at last. • SM /e/ was articulated higher but almost the same backness with English /e, D, W/

  21. Vowel Movements English /e, D, W/ & Mandarin /ei/(ㄟ) • The F1 of Mandarin /ei/ was lower and F2 was higher. • Mandarin /ei/ was articulated higher and more frontward.

  22. Vowel MovementsEnglish /o, C/ • The F1 of /o/ and /C/ were very alike. • The F2 of /o/ was higher at first and lower at the end. • However, the shape of /o/ and /C/ in F1 and F2 were very similar.

  23. Vowel MovementsEnglish /o, C/ & SM /o/ • The F1 of SM /o/ was higher than English. But the F2 was almost at the same height. • However, the latter half of SM /o/ was straight in F1 and F2 which is different from English /o/ and /C/.

  24. Vowel Movements English /o, C/ & Mandarin /ou/(ㄡ) • The shape was like English /o/ and /C/ more than SM /o/. But the F1 and F2 were both higher than English. • Mandarin /ou/ was articulated lower and more front.

  25. Vowel Movements with Diphthongs • Because the diphthongs contain two vowels. • To compare with mophthongs, the vowels were cut into two parts from point 6 based on the vowel movements.

  26. Mean Vowel Chart Subjects • Only English /(i)e/ was more similar to Mandarin /ei/. • English /e/, /D/, /W/ were all lower than the L1 and L2. • English /o/, /C/ were more similar to Mandarin /ou/.

  27. Mean Vowel Chart Subjects V.S. Norm-Hillenbranet.al. (1995) • English /e/, /D/, /W/ were closer to native speakers’ lax vowel /D/ and /W/. • Mandarin /ei/ was closer to the norm’s /W/. • Most of the mid-front vowels produced by Taiwanese students were closer to native speaker’s short vowels /D/ and /W/. • English /o/ and /C/ were far from the norm’s /o/ and /C/.

  28. Vowel Movements A Native Speaker (NS) • The shapes of the vowels for NS were obviously different respectively. • The F1 and F2 of English /e/ was the widest, followed by /D/ and then /W/. • The F1 and F2 of English /o/ was wider than /C/.

  29. Mean Vowel Chart Subjects V.S. NS • The subjects’ English mid-front vowels were closer to NS’s lax vowel /D/ and then /W/. • Mid-back vowels were closer to NS’s tense vowel /o/.

  30. Rank of Similarities/e/, /D/, /W/ • Mandarin /ei/(ㄟ) was the closest to English /e/, /D/, /W/ in F1 and /e/ in F2. • SM /e/ was the closest to Enlgish /D/, /W/ in F2.

  31. Rank of Similarities/o/, /C/ • Mandarin /ou/(ㄡ)was the closest to English /o/, /C/ in F1. • SM /o/ was the closest to English /o/, /C/ in F2.

  32. Rank of Similarities • The distance of English tense /e/ was near Mandarin /ei/. • English lax /D/, /W/ were near SM /e/. • English tense /o/ was near SM /o/. • English lax /C/ was near Mandarin /ou/

  33. Perception Rate of Mid Vowels • English /e/, /D/, /o/, /C/ can be distinguished by the subjects. • Only /W/ confused with English /e/ was the most difficult sound for the students.

  34. Comparison with L1 and L2 • The subjects thought English /D/, /W/, /o/, /C/ sounded like Mandarin. • 49.4% of the subjects thought English /e/ sounded like SM.

  35. 5. Conclusion

  36. RQ1: Can the subjects identify the differences between the five mid vowels /e/, //, //, /o/, and // in English, Mandarin and Southern Min? • In the perception experiment, most of the subjects can tell the differences apart from English vowels /e/, /D/, /o/, and /C/. • /W/ is the most difficult to perceive .

  37. RQ2:What are the roles of the native language in the acquisition of English as a 3rd language? • Mandarin /ei/ and SM /e/ are almost at the same height. • Mandarin /ei/ and /e/ are placed more front than the other two languages.

  38. RQ3-1: What are the differences between English vowel /e/, //, and//, Mandarin vowel /ei/(ㄟ) and /e/(ㄝ), and SM vowel /e/? • The places of articulation of English mid-front vowels are all lower than those of Mandarin and SM. • English /W/ is the lowest and the most back whereas Mandarin /e/ is the most front and the highest. • Mandarin /ei/ and SM/e/ are almost at the same height.

  39. RQ3-2: what are the differences between English vowel /o/ and //, Mandarin vowel /ou/(ㄡ) and /o/(ㄛ), and SM vowel /o/? • With regard to the places of articulation of mid-back vowels, SM /o/ is the lowest. • Mandarin /o/ is the highest and the most back and Mandarin /ou/ is the most front of the three languages. • English /o/ and /C/ are almost at the same place, located in back of Mandarin /ou/ but in front of Mandarin /o/.

  40. RQ4: Which of the mother languages influences English more, Mandarin or SM? • English /e/→Mandarin /ei/ • English /D/ and /W/→SM /e/ • (Due to the differences of the vowel systems in Mandarin and SM. ) • English /o/→SM /o/ • English /C/ →Mandarin /ou/ • (Due to the language transfer of SM to Mandarin.)

  41. PedagogicalImplications • With the ability to tell the differences between each vowel does not mean that the students have the ability to pronounce the sounds correctly. Hence, language instructors may focus on the speaking skill instead of listening only. • The learners were unable to distinguish the differences between diphthongs /ei, ou/ and monophthongs /D, W, C/ because of the language transfer of L1 to L2. Thus, the instructors should give learners the idea of producing the long vowels and the short vowels before teaching these vowels in English.

  42. Limitation and Suggestions Further Study for Study • Recruit more subjects including females and males so that researchers can see the differences between genders. • Other vowels and consonants are suggested to be added in further researches. • More details about open and closed syllables are necessary for further study. • More researches can be conducted with tongue rounded to see more details about English /o/ and /C/.

  43. Thanks for Your Attention!!

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