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Factors Influencing the Acquisition of Mandarin Chinese as a Second Additional Language Focusing on Phonetics

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Title: Factors Influencing the Acquisition of Mandarin Chinese as a Second Additional Language Focusing on Phonetics
Language: English
Authors: Nel, Norma Margaret (ORCID 0000-0003-4900-446X), Krog, Soezin (ORCID 0000-0001-8075-3042)
Source: Participatory Educational Research. Jan 2021 8(1):1-27.
Availability: Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Mandarin Chinese, Second Language Learning, Second Language Instruction, Phonetics, Phonemics, Tone Languages, Imitation, Native Language, Singing, Orthographic Symbols, Alphabets, Cognitive Style, Difficulty Level, Sentence Structure, Foreign Countries, Elementary Secondary Education
Geographic Terms: South Africa
ISSN: 2148-6123
Abstract: Mandarin has been added to the list of second additional languages (SAL) that South African learners can choose from. The researchers proactively conducted research pertaining to SAL (Mandarin) since it is a dynamic phenomenon in South Africa. The research question was formulated as follows: "Do factors such as 1) phonemic differences between learners' mother tongue and Chinese, 2) learners' cognitive styles and 3) learners' abilities of singing and tone imitation, influence non-native learners of Mandarin (as a SAL) in South Africa to learn Chinese phonetics?" We foresee that our findings will contribute to the learning and teaching of Mandarin (SAL) in South African schools. This article serves as the second in a series of three articles, as a mixed method (quan-qual) design was called for. Hypotheses were formulated and statistics presented to either accept/reject them. We gleaned the conclusions of the quantitative part of the research as a springboard and focused on the qualitative findings derived from interviews, observations and a literature review, which enabled us to identify and arrange the (quan-qual) data according to categories and themes. The quantitative data revealed that there was no significant correlation between learners' learning preferences and Chinese phonetics performances; singing and tone imitation abilities contributed to initial consonant pronunciation and tone 3 pronunciation; learners with musical abilities performed better at reading the Pinyin phonics table; identified initial consonants, multi-vowels and whole syllables were challenging to read; tone 3 was the most challenging, tone 1 was the easiest and tones 2, 3 and 4 were mispronounced as tone 1. From the qualitative data two themes emerged, namely the challenges of learning and teaching Chinese phonetics, and aspects to consider when learning Chinese phonetics. Based on the integrated quan-qual findings, we were able to contribute to the existing body of knowledge on this topic.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1277173
Database: ERIC
FullText Text:
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  Data: Factors Influencing the Acquisition of Mandarin Chinese as a Second Additional Language Focusing on Phonetics
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  Data: <searchLink fieldCode="AR" term="%22Nel%2C+Norma+Margaret%22">Nel, Norma Margaret</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4900-446X">0000-0003-4900-446X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Krog%2C+Soezin%22">Krog, Soezin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8075-3042">0000-0001-8075-3042</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Participatory+Educational+Research%22"><i>Participatory Educational Research</i></searchLink>. Jan 2021 8(1):1-27.
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  Data: Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
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  Data: Y
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  Data: 27
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemics%22">Phonemics</searchLink><br /><searchLink fieldCode="DE" term="%22Tone+Languages%22">Tone Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Imitation%22">Imitation</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Singing%22">Singing</searchLink><br /><searchLink fieldCode="DE" term="%22Orthographic+Symbols%22">Orthographic Symbols</searchLink><br /><searchLink fieldCode="DE" term="%22Alphabets%22">Alphabets</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Sentence+Structure%22">Sentence Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2148-6123
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mandarin has been added to the list of second additional languages (SAL) that South African learners can choose from. The researchers proactively conducted research pertaining to SAL (Mandarin) since it is a dynamic phenomenon in South Africa. The research question was formulated as follows: "Do factors such as 1) phonemic differences between learners' mother tongue and Chinese, 2) learners' cognitive styles and 3) learners' abilities of singing and tone imitation, influence non-native learners of Mandarin (as a SAL) in South Africa to learn Chinese phonetics?" We foresee that our findings will contribute to the learning and teaching of Mandarin (SAL) in South African schools. This article serves as the second in a series of three articles, as a mixed method (quan-qual) design was called for. Hypotheses were formulated and statistics presented to either accept/reject them. We gleaned the conclusions of the quantitative part of the research as a springboard and focused on the qualitative findings derived from interviews, observations and a literature review, which enabled us to identify and arrange the (quan-qual) data according to categories and themes. The quantitative data revealed that there was no significant correlation between learners' learning preferences and Chinese phonetics performances; singing and tone imitation abilities contributed to initial consonant pronunciation and tone 3 pronunciation; learners with musical abilities performed better at reading the Pinyin phonics table; identified initial consonants, multi-vowels and whole syllables were challenging to read; tone 3 was the most challenging, tone 1 was the easiest and tones 2, 3 and 4 were mispronounced as tone 1. From the qualitative data two themes emerged, namely the challenges of learning and teaching Chinese phonetics, and aspects to consider when learning Chinese phonetics. Based on the integrated quan-qual findings, we were able to contribute to the existing body of knowledge on this topic.
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  Data: As Provided
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  Data: 2020
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  Data: EJ1277173
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      – Text: English
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        PageCount: 27
        StartPage: 1
    Subjects:
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Phonetics
        Type: general
      – SubjectFull: Phonemics
        Type: general
      – SubjectFull: Tone Languages
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      – SubjectFull: Imitation
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      – SubjectFull: Native Language
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      – SubjectFull: Singing
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      – SubjectFull: Orthographic Symbols
        Type: general
      – SubjectFull: Alphabets
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Sentence Structure
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: South Africa
        Type: general
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      – TitleFull: Factors Influencing the Acquisition of Mandarin Chinese as a Second Additional Language Focusing on Phonetics
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