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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 56:3 (2021) ► pp.179–208

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Tone and vocabulary learning for classroom-based L2 Mandarin learners

Pedagogical implications from current tone word processing research

 | University of Delaware
Published online: 22 March 2022
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https://doi.org/10.1075/csl.21007.don
Abstract
The primary function of Mandarin tone is to encode and differentiate otherwise similar-sounding words. In that regard, proficient tone use is essential for both intelligible L2 pronunciation and successful vocabulary learning. Recent research investigating L2 tone use in online Mandarin word recognition revealed persistent difficulties among proficient learners. This paper reviews these findings in light of several tone teaching issues and challenges and proposes a few potential improvements to the current tone word pedagogy. It is suggested that tone instruction can be more effective if it is form-focused, systematically given in conjunction with vocabulary teaching, and backward-designed based on articulated tone word learning objectives and matching assessments. While highlighting the potentials of computer-mediated tone instruction and self-directed learning, the paper also identified a few directions for future research.
摘要
汉语声调的主要功能在于区别发音相近的词汇。因此，对于二语习得者来说，熟练使用声调不仅是良好发音的关键，也是词汇习得的重要部分。实时词汇识别的最新研究表明，即使是高级汉语使用者在口语中“以调辩词”的实时处理机制仍有显著欠缺，其词汇中亦有相当部分缺失声调细节。本文探讨了这些研究成果与二语声调教学中某些挑战和误区的可能联系，并尝试提出一些教学法和课程设置方面的改良建议。本文认为，声调教学不应局限于单纯发音层面的训练，而应和词汇学习紧密结合，系统培养学生在口语中“以调辨词”的能力。是否设置明确的，有阶段性的声调习得目标并且执行相应的评估也可能影响教学效果。本文在指出若干可能的研究方向的同时，也探讨了电脑辅助教学和培养习得者自学能力对声调教学的意义。
Article outline
  • 1.Introduction
  • 2.Research summary
    • 2.1Processes and knowledge involved in tone word identification and production
    • 2.2Key findings from the L2 tone word recognition research
  • 3.Pedagogical implications
    • 3.1L2 Tone word processing findings in light of current tone teaching practices
    • 3.2Instructional considerations for more effective tone word learning
    • 3.3Toward a more systematic tone pedagogy: Learning outcomes, assessments, and technology-enhanced self-directed learning
  • 4.Conclusion and future research directions
  • References
References (99)
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