A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians

Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics

Challenges and Solutions for Native Mandarin-Chinese Speakers in Singing German Lieder

ABSTRACT Challenges and Solutions for Native Mandarin-Chinese Speakers in Singing German Lieder Fei Xia The purpose of this research is to focus on the challenges faced by Mandarin-Chinese speaking singers singing German Lieder, as well as providing these singers with solutions for overcoming these difficulties. Singing art songs such as French Mélodies and German Lieder can greatly improve singers’ artistic and aesthetic values because of the beauty of the poetry and the language. However, it is very difficult for native Mandarin- Chinese speakers to sing German Lieder. Some of the primary difficulties faced by Mandarin-Chinese-speaking singers are German diction and interpretation of German poetry and texts. Solutions to these challenges of singing German Lieder will be presented. These solutions are based on the analysis of reference material as well as this writer’s singing and performing experience. This study is expected to provide native Mandarin-Chinese speakers with a helpful guide to singing German Lieder with confidence. This paper starts with the introduction of Chinese Pinyin and IPA, as well as the differences between Pinyin and German IPA, followed by the phonetic problems and solutions for native Mandarin-Chinese speakers in singing Lieder. The paper will then discuss challenges in interpreting German poetry and solutions for Mandarin-Chinese singers in interpreting German texts

The Social Costs in Communication Hiccups Between Native and Nonnative Speakers

It is well-established that native speakers perceive nonnative speakers with strong foreign accents, compared with those with a more nativelike accent, as less intelligent and competent, less ambitious and dependable as coworkers, and less comfortable around native speakers. But little is known about how nonnative speakers themselves are affected when communication hiccups—often due to incorrect or accented pronunciations—occur in their conversations with native speakers. In this experiment, mispronunciations of an English word were elicited from native Chinese speakers in phone conversations via the Internet with an American English speaker, who then either asked for clarification of the word or showed no confusion about the word but asked about something else. Chinese speakers’ reactions were measured using a combination of self-reports, facial affective coding, and skin-conductance responses. When the American asked for clarification—compared with when he did not—Chinese speakers were left feeling more anxious, embarrassed, and unsure of their English abilities, as well as feeling less positive about the American, finding him less attractive socially and their conversation with him less enjoyable.postprin

Contextual variations of mitigations in Chinese requests

This study investigates contextual variations in mitigation production (consisting of internal and external modifications) in idealistic Chinese request-making (i.e., what native Chinese speakers consider appropriate to say in hypothetical scenarios). The participants were 22 native Chinese speakers recruited from a university in China. They completed a 20-item Oral Discourse Completion Test (ODCT) tapping two contextual variables: power and imposition. The results show that: (1) both power and imposition exerted significant influence on the frequency of producing internal and external modifications, (2) the various internal and external modifiers were differentially associated with the two contextual variables, and (3) the preferred sequential organization of external modifications differed according to context types

Chinese Speakers in America: Diglossia as Style

Franco Liu ‘20 undertook this research project for Professor David Divita’s Fall 2016 ID1 course, Language and Gender. This piece received an honorable mention out of thirty ID1 papers under consideration that year. Also, as an international student, Franco is glad that the English skills he’s accumulated from watching Desperate Housewives have finally paid off

Training novel phonemic contrasts: a comparison of identification and oddity discrimination training

High Variability Pronunciation Training (HVPT) is a highly successful alternative to ASR-based pronunciation training. It has been demonstrated that HVPT is effective in teaching the perception of non-native phonemic contrasts, and that this skill generalizes to the perception of unfamiliar words and talkers, transfers to pronunciation, and is retained long-term. HVPT is, however, not efficient and hence not motivating for the learner. In this study, we therefore compare HVPT with an alternative, namely oddity discrimination training. This comparison, in which Mandarin-Chinese speakers were trained to pronounce the English /r/-/l/ phonemic contrast, provides preliminary evidence to support the use of discrimination tasks in addition to identification tasks to add variety to HVPT

Using the Failed Functional Features Hypothesis to Account for the Acquisition of English Locational and Directional Prepositions by Malaysian Chinese Speakers

This study examines the acquisition of English locational and directional prepositions by Malaysian Chinese speakers in relation to the issues concerning the Failed Functional Features Hypothesis in SLA (Second Language Acquisition) within the Minimalist Program framework. In particular, this study tests the hypothesis of the inaccessibility of a parameterized functional feature [Dir] which is not instantiated in adult learners’ L1 (first language) inventory due to the critical period effect. Chinese is argued to be a language that has no [Dir] feature for its directional expression is controlled by a verb. On the other hand, the English language requires a [Dir] feature which is found in English prepositions to express directionality. Therefore, it is postulated that Malaysian Chinese speakers have persistent difficulty in recognizing the directional reading expressed by English directional and ambiguous prepositions. In contrast, these speakers have no difficulty in recognizing the locational reading expressed by English locational and ambiguous prepositions probably due to the presence of a [Loc] feature in the learners’ L1 inventory. It is argued that after the age of seven (the end of the critical period), L1 Chinese L2 English speakers are not able to acquire the [Dir] feature as the feature is not found in the learners’ L1 inventory and at the same time, the learners are also unable to reset their L1 parameter settings into L2 parameter settings. Two tasks, a Grammaticality Judgment Task (GJT) and a Directionality Judgment Task (DJT) were administered to 100 adult L1 Chinese speakers of L2 English. The former comprises grammatical and ungrammatical items with locational, directional and ambiguous prepositions. The latter consists of items with locational, directional and ambiguous prepositions which convey locational and directional readings. In addition, an Oral Production Task on describing directions was carried out with 12 of the respondents. The findings indicate that while the Chinese speakers were able to acquire the surface structure of the English prepositions, they nevertheless had not acquired the underlying associated features. Such findings are consistent with the view that parameterized uninterpretable functional features are subject to a critical period

Design of teaching materials informed by consideration of learning-impaired students

The general aim of this project is to fundamentally re-think the design of teaching materials in view of what is now known about cognitive deficits and about what Howard Gardner has termed ‘multiple intelligences’. The applicant has implemented this strategy in two distinct areas, the first involving the writing of an English language programme for Chinese speakers, the second involving the construction of specialized equipment for teaching elementary logic to blind students. The next phase (for which funding is sought) is to test the effectiveness of the logic device, because in theory – the one to be tested – materials the design of which is informed by the above rationale will provide a richer learning experience for non-impaired users