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| 11297. |
- Hu, Guohua
(författare)
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Chinese and Swedish Stops in Contrast
- 2012
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Ingår i: Proceedings FONETIK 2012 The XXV th Swedish Phonetics Conference May 30–June 1, 2012. - 9789163709852 ; 52, s. 77-80
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Konferensbidrag (refereegranskat)abstract
- This article is a preliminary overview contrasting Chinese (CN) and Swedish (SE) stops. It begins with a general description of the stop systems of these two languages. The contrastive findings suggest that teachers of Chinese as Foreign Language should pay more attention to training VOT perception instead of the usual intense listening exercises of the tones. Finally, future research on contrastive stops between these two languags is discussed.
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| 11298. |
- Hu, Guohua
(författare)
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Chinese industrial urban teenage girls address forms
- 2012
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Ingår i: Urban Language Seminar 10 Utrecht Institute of Linguistics OTS.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Many Western people still believe that all Asians bow holding together their palms when greeting like Japanese or Thai, but Chinese do not behave this way. Rapid economic growth has dramatically influenced social status. We still know very little about how Chinese address each others when greeting, especially how the growing generation addresses and speaks about each others and their fellowmen. This article shows in what way Chinese teenagers use terms of address like proper names, titles, and kinship. They were admonished to tell how they speak to/about people they treat as their intimates like parents, teachers, classmates etc in different environments (at home or not at home), mood (glad or angry), occasion (present or absent) and relationship (not good, good, very good). This pilot fieldwork was conducted in 2011 in Anshan, Liaoning Province – one of the biggest iron and steel industry bases in China. The participants were nine teenage girls 16 or 17 years old, belonging to the Han people. They all live in one-child families and are in first grade of high school. Only one informant was not born in Anshan but she, like all the other members, grew up and attended school in Anshan. The reason why only girls volunteered to take part in this investigation was that all the boys used the possibility to play football during the lunchtime when the investigation took place. The questionnaires were filled in and collected, during a meeting with them in their classroom and lasted for around 40 minutes, but continued via QQ (MSN) later in the proced-ure. Each internet-interview lasted for between two and three hours depending on time differ-ence and if/when they were online. The chatting focused on family background, living area, nurture, hobbies, daily life and even gossips. The results present that the kinship words are still used in the traditional way but less frequently. There is a slow adjustment to the changes (e.g. one-child families) of population policy in China. The borders of pet names and nicknames seem to be uncertain. The form teacher’s role is essential; the pupils feel like a family under her supervision, here a pseudo name is used. It is interesting that these teenagers’ strictly structured life leaves very little free time for socializing so they have to compensate that by nicknaming each others. It is plausible that these results can predict tendencies even though there were very few informants.
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| 11299. |
- Hu, Guohua, et al.
(författare)
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Effects of initial sounds on the perception of Chinese disyllable tones by Swedish students of Chinese
- 2014
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Ingår i: 2014 International Conference on Phonetic Research and Language Learning (ICPRLL) & English Phonetic Conference in China (EPCC).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT This paper extends previous research on the effects of initial sounds on perception of Chinese disyllable tones. A perception test was performed on Swedish adult students of Chinese using disyllable words (most previous studies have been made using solely monosyllable words). The main results indicate that voiced initial sounds e.g. [l] have a strong connection to the tone confusion pattern Tone 2 perceived as Tone 3. On the contrary, a voiceless aspirated initial sound e.g. [th] is mostly connected to misidentifications between Tone 3 to Tone 2. Unvoiced unaspirated initial sounds affect tone perception heavily, especially when they occur in the second syllable of a disyllabic word.
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| 11300. |
- Hu, Guohua, et al.
(författare)
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PERCEPTUAL MISTAKES OF CHINESE TONES IN 2-SYLLABLE WORDS BY SWEDISH LISTENERS
- 2010
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Ingår i: Proceedings of the Fourth European Conference on Tone and Intonation (TIE4).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Earlier studies on the perception of Chinese tones have almost exclusively used 1-syllable words for the listening tests (Kiriloff, 1969; Chuang, 1971; Klatt, 1973; Gandour, 1978). In these earlier studies the misperception between tone 2 and tone 3 has been shown to be the most common. However, no studies that we have found have looked at the perception of 2- syllable words besides Chuang (1971), who only used nonsense words. By tradition the teaching of Chinese as a foreign language has been concentrated on training of perception and production of tones since adult students have been shown to show particular difficulties in perceiving their difference. Experienced teachers have through tests established that this assumption is not valid when it comes to the so-called static tone. When it comes to communicating in Chinese and to be able to use the separate tones it is not enough to know the difference in 1-syllable words especially since most modern words in standard Chinese contains 2 or more. Guo (1993) has shown that the more syllables a word contains the higher ratio of misperceived tones. So far, no investigations for Swedish students have been performed. A possible hypothesis could be that Swedish listeners would perform better due to the Swedish grave and acute accents. By asking experienced teachers in Sweden, we knew that this should not be the case however. The general impressions from teachers are also that Swedish students have the largest proportion misperceptions between tone 2 and 3. To test this we conducted a listening test on 27 native speakers of Swedish (9 bilingual Chinese speakers with native ability in Swedish) on 25 Chinese 2-syllable lexical words with 15 different tone combinations. One male and one female native speaker of Chinese pronounced the words in isolation. The words were taken from a random number of 2-syllable glossary. Each speaker repeated the words once with 1 seconds pause in between the repetition and then 2 seconds pause before the new word. The audio was presented in high quality headphones in the student language lab at the University of Gothenburg. The participants were all second semester students of Chinese and the listening test was also an exam, which made the participants wanting to perform as well as possible. If they wanted they could repeat the sequence as many times as they until satisfied with their answer. The results show that produced tone 1 and tone 2 are confused more than 3 and 4 (tone 4 more than 3, see figure 1). However, the distribution of misperceptions seems to be rather equally distributed if we exclude the static tone (below called 0) in contradiction to earlier studies claiming misperception mostly between tone 2 and 3. However, we also notice that certain types of syllables containing different vowels are misperceived differently. The next step is to figure out if certain syllable nucleuses are more misperceived than others and in certain positions. These conclusions can in the future lead to new approaches when it comes to teaching students production and perception of tones.
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