L3 Phonology: Contributions of L1 and L2 to L3 Pronunciation Learning by Hong Kong Speakers

Autor/inn/en	Chen, Hsueh Chu; Han, Qian Wen
Titel	L3 Phonology: Contributions of L1 and L2 to L3 Pronunciation Learning by Hong Kong Speakers
Quelle	In: International Journal of Multilingualism, 16 (2019) 4, S.492-512 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Hsueh Chu) ORCID (Han, Qian Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2019.1573901
Schlagwörter	Foreign Countries; Multilingualism; Native Language; Phonology; Phonological Awareness; Pronunciation; Sino Tibetan Languages; English (Second Language); Mandarin Chinese; Language Proficiency; Error Patterns; College Students; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Fonologie; Aussprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Fehlertyp; Collegestudent; Hongkong
Abstract	The study aimed to investigate the influence of 24 Hong Kong learners' first and second languages (L1 and L2 -- Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview were then conducted. A questionnaire survey and a follow up interview were then conducted. The results of the feature analyses show that the most frequent errors in L2 English pronunciation were /[eth]/[right arrow]/d/ and /v/[right arrow]/f/ among consonants and absence of contrasts between /[near-close near-front unrounded vowel] [near-close back rounded vowel]/ and /i: u:/, and the most common errors in L3 Mandarin were "h"[right arrow]"k" and "n"[right arrow]"l" among consonants, "eng"[right arrow]"ang" within vowels, and confusion of tone change. The questionnaire responses indicated that the learners' perceptions generally agreed with their actual phonological productions. The learners made use of pronunciation strategies in their L2 and L3 pronunciation learning. The interview data revealed the impact of typological distance, L2 and L3 language proficiency levels, and phonological properties of L1 on language interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01