Phonological Training and Word Learning in a Novel Language
In reading Chinese words, learners may process segment and tone either separately or as an integral unit, as evidenced in previous research. The present study compared two ways—Segmental versus Whole-Syllable-Based Training—for improving learners’ phonological and word learning in Chinese as a novel...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-02-01
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| Series: | Frontiers in Communication |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fcomm.2022.629349/full |
| _version_ | 1818976635827781632 |
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| author | Yixun Li Min Wang Chuchu Li Man Li |
| author_facet | Yixun Li Min Wang Chuchu Li Man Li |
| author_sort | Yixun Li |
| collection | DOAJ |
| description | In reading Chinese words, learners may process segment and tone either separately or as an integral unit, as evidenced in previous research. The present study compared two ways—Segmental versus Whole-Syllable-Based Training—for improving learners’ phonological and word learning in Chinese as a novel language, while controlling for learners’ musical ability, an important factor that may contribute to phonological learning. Forty-two American college students learned Chinese words represented by Pinyin, a Romanized script which denotes the pronunciation of Chinese characters. Before the training, all participants were introduced to the phonology and Pinyin system. Then, they were trained on the pronunciation and meaning of the Pinyin words with or without an emphasis on separating the tonal from segmental information. All participants’ musical ability was assessed using a musical ability test. Learning outcomes were measured through tasks of same-different phonological judgment, tone identification, and word comprehension. Results showed the equal success of the two training methods, probably due to the consistent involvement of Pinyin and learner’s reliance on segment and tone as an integral unit rather than separate cues in phonological and word learning. Furthermore, musical ability seems to play a role in phonological and word learning among novel learners of Chinese. |
| first_indexed | 2024-12-20T16:14:59Z |
| format | Article |
| id | doaj.art-68b2d4d98c55467f8741b02d281e59cf |
| institution | Directory Open Access Journal |
| issn | 2297-900X |
| language | English |
| last_indexed | 2024-12-20T16:14:59Z |
| publishDate | 2022-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Communication |
| spelling | doaj.art-68b2d4d98c55467f8741b02d281e59cf2022-12-21T19:33:50ZengFrontiers Media S.A.Frontiers in Communication2297-900X2022-02-01710.3389/fcomm.2022.629349629349Phonological Training and Word Learning in a Novel LanguageYixun Li0Min Wang1Chuchu Li2Man Li3Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR, ChinaDepartment of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United StatesDepartment of Psychiatry, University of California, San Diego, CA, United StatesSecond Language Acquisition Program, University of Maryland, College Park, MD, United StatesIn reading Chinese words, learners may process segment and tone either separately or as an integral unit, as evidenced in previous research. The present study compared two ways—Segmental versus Whole-Syllable-Based Training—for improving learners’ phonological and word learning in Chinese as a novel language, while controlling for learners’ musical ability, an important factor that may contribute to phonological learning. Forty-two American college students learned Chinese words represented by Pinyin, a Romanized script which denotes the pronunciation of Chinese characters. Before the training, all participants were introduced to the phonology and Pinyin system. Then, they were trained on the pronunciation and meaning of the Pinyin words with or without an emphasis on separating the tonal from segmental information. All participants’ musical ability was assessed using a musical ability test. Learning outcomes were measured through tasks of same-different phonological judgment, tone identification, and word comprehension. Results showed the equal success of the two training methods, probably due to the consistent involvement of Pinyin and learner’s reliance on segment and tone as an integral unit rather than separate cues in phonological and word learning. Furthermore, musical ability seems to play a role in phonological and word learning among novel learners of Chinese.https://www.frontiersin.org/articles/10.3389/fcomm.2022.629349/fullmusical abilitysegmental versus whole-syllable-based trainingword learningphonological trainingChinese L2 learners |
| spellingShingle | Yixun Li Min Wang Chuchu Li Man Li Phonological Training and Word Learning in a Novel Language Frontiers in Communication musical ability segmental versus whole-syllable-based training word learning phonological training Chinese L2 learners |
| title | Phonological Training and Word Learning in a Novel Language |
| title_full | Phonological Training and Word Learning in a Novel Language |
| title_fullStr | Phonological Training and Word Learning in a Novel Language |
| title_full_unstemmed | Phonological Training and Word Learning in a Novel Language |
| title_short | Phonological Training and Word Learning in a Novel Language |
| title_sort | phonological training and word learning in a novel language |
| topic | musical ability segmental versus whole-syllable-based training word learning phonological training Chinese L2 learners |
| url | https://www.frontiersin.org/articles/10.3389/fcomm.2022.629349/full |
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