Negative vaccine voices in Swedish social media

Vaccinations are one of the most significant interventions to public health, but vaccine hesitancy creates concerns for a portion of the population in many countries, including Sweden. Since discussions on vaccine hesitancy are often taken on social networking sites, data from Swedish social media are used to study and quantify the sentiment among the discussants on the vaccination-or-not topic during phases of the COVID-19 pandemic. Out of all the posts analyzed a majority showed a stronger negative sentiment, prevailing throughout the whole of the examined period, with some spikes or jumps due to the occurrence of certain vaccine-related events distinguishable in the results. Sentiment analysis can be a valuable tool to track public opinions regarding the use, efficacy, safety, and importance of vaccination

Neutral Tone in Mandarin: Representation and Interaction with Utterance-level Prosody

In Standard Mandarin, there are syllables that do not carry any of the four citation tones (T1: High-level tone, T2: Mid-rising tone, T3: Low-convex tone and T4: High-falling tone), and they are said to have a neutral tone (NT). These syllables are usually shorter, lighter, prosodically grouped with the preceding CT-bearing syllables. These characteristics of NT have led to a prevailing view that it has no underlying phonological specification. However, research has focused more on how the surface pitch variations of NT are realized rather than the underlying representation of NT. In contrast, morphological, sociolinguistic and diachronic work on NT has suggested that NT may not be a homogeneous entity. In this thesis, I provide acoustic and psycholinguistic evidence that there are two types of NT, Intrinsic NT and Derived NT. Intrinsic NT refers to morphemes that were lexicalized as tone-deleted, unstressed syllables even before the formation of the four CTs of modern Mandarin. Derived NT refers to morphemes derived from the CTs via stress-related tone-deletion. In Part A, the phonological representation of Intrinsic and Derived NT is explored through two production and two processing experiments. The results show that Intrinsic NT is likely to have an underspecified tonal target while Derived NTs are underlyingly CTs. In addition, both subtypes of NT are metrically light, unlike heavy CTs. Part B explores the interaction between NTs and utterance-level prosody in production and perception experiments. NT-bearing syllables have lengthening patterns under focus similar to CT-bearing syllables, in contrast to the realization of unstressed syllables in English. In perception, the identification of intonation (Statement vs. Question) on Intrinsic NT was similar to Derived NT. When compared to CTs, the NTs elicit less bias towards question than T4, and higher accuracy than T2, which may result from their simpler surface representations.CHINA Scholarship COUNCIL (CSC) and Cambridge Trus

A syllable-based investigation of coarticulation

Coarticulation has been long investigated in Speech Sciences and Linguistics (Kühnert & Nolan, 1999). This thesis explores coarticulation through a syllable based model (Y. Xu, 2020). First, it is hypothesised that consonant and vowel are synchronised at the syllable onset for the sake of reducing temporal degrees of freedom, and such synchronisation is the essence of coarticulation. Previous efforts in the examination of CV alignment mainly report onset asynchrony (Gao, 2009; Shaw & Chen, 2019). The first study of this thesis tested the synchrony hypothesis using articulatory and acoustic data in Mandarin. Departing from conventional approaches, a minimal triplet paradigm was applied, in which the CV onsets were determined through the consonant and vowel minimal pairs, respectively. Both articulatory and acoustical results showed that CV articulation started in close temporal proximity, supporting the synchrony hypothesis. The second study extended the research to English and syllables with cluster onsets. By using acoustic data in conjunction with Deep Learning, supporting evidence was found for co-onset, which is in contrast to the widely reported c-center effect (Byrd, 1995). Secondly, the thesis investigated the mechanism that can maximise synchrony – Dimension Specific Sequential Target Approximation (DSSTA), which is highly relevant to what is commonly known as coarticulation resistance (Recasens & Espinosa, 2009). Evidence from the first two studies show that, when conflicts arise due to articulation requirements between CV, the CV gestures can be fulfilled by the same articulator on separate dimensions simultaneously. Last but not least, the final study tested the hypothesis that resyllabification is the result of coarticulation asymmetry between onset and coda consonants. It was found that neural network based models could infer syllable affiliation of consonants, and those inferred resyllabified codas had similar coarticulatory structure with canonical onset consonants. In conclusion, this thesis found that many coarticulation related phenomena, including local vowel to vowel anticipatory coarticulation, coarticulation resistance, and resyllabification, stem from the articulatory mechanism of the syllable

CHINESE CLASSIFIER ACQUISITION: COMPARISON OF L1 CHILD AND L2 ADULT DEVELOPMENT

The context of this thesis is the long-debated issue of whether or not adult second language (L2) development is basically similar to child first language (L1) development. The thesis approaches the issue through research dealing with L1 acquisition of Chinese classifiers and a pilot study of L2 adult classifier acquisition. First, evidence that children acquire specific classifiers earlier than measure classifiers is discussed and explained in light of existing language learning theories. With the aim of providing comparable data regarding L2 adult classifier acquisition a pilot study was conducted in which nine adult English-speaking learners of Chinese were tested on their production of both specific and measure classifiers. The results show that L2 adults overgeneralized use of the general classifier ge in a way similar to L1 children, suggesting that both L1 and L2 learners are aware of the syntactic requirement for classifiers, but avoid semantic complexities related to shape and other perceptual features. Despite this apparent similarity, L2 adults differ from L1 children in that they develop measure classifiers more successfully than specific classifiers, indicating that the underlying process of classifier acquisition is influenced by L1 knowledge and cognitive maturation. Overall, these findings provide support for the argument that fundamental differences between L1 child and L2 adult acquisition exist, shed light on methods for successful classifier instruction, and open the door for further exploration into L2 development of classifier languages

Chinese Tones: Can You Listen With Your Eyes?:The Influence of Visual Information on Auditory Perception of Chinese Tones

CHINESE TONES: CAN YOU LISTEN WITH YOUR EYES? The Influence of Visual Information on Auditory Perception of Chinese Tones YUEQIAO HAN Summary Considering the fact that more than half of the languages spoken in the world (60%-70%) are so-called tone languages (Yip, 2002), and tone is notoriously difficult to learn for westerners, this dissertation focused on tone perception in Mandarin Chinese by tone-naïve speakers. Moreover, it has been shown that speech perception is more than just an auditory phenomenon, especially in situations when the speaker’s face is visible. Therefore, the aim of this dissertation is to also study the value of visual information (over and above that of acoustic information) in Mandarin tone perception for tone-naïve perceivers, in combination with other contextual (such as speaking style) and individual factors (such as musical background). Consequently, this dissertation assesses the relative strength of acoustic and visual information in tone perception and tone classification. In the first two empirical and exploratory studies in Chapter 2 and 3 , we set out to investigate to what extent tone-naïve perceivers are able to identify Mandarin Chinese tones in isolated words, and whether or not they can benefit from (seeing) the speakers’ face, and what the contribution is of a hyperarticulated speaking style, and/or their own musical experience. Respectively, in Chapter 2 we investigated the effect of visual cues (comparing audio-only with audio-visual presentations) and speaking style (comparing a natural speaking style with a teaching speaking style) on the perception of Mandarin tones by tone-naïve listeners, looking both at the relative strength of these two factors and their possible interactions; Chapter 3 was concerned with the effects of musicality of the participants (combined with modality) on Mandarin tone perception. In both of these studies, a Mandarin Chinese tone identification experiment was conducted: native speakers of a non-tonal language were asked to distinguish Mandarin Chinese tones based on audio (-only) or video (audio-visual) materials. In order to include variations, the experimental stimuli were recorded using four different speakers in imagined natural and teaching speaking scenarios. The proportion of correct responses (and average reaction times) of the participants were reported. The tone identification experiment presented in Chapter 2 showed that the video conditions (audio-visual natural and audio-visual teaching) resulted in an overall higher accuracy in tone perception than the auditory-only conditions (audio-only natural and audio-only teaching), but no better performance was observed in the audio-visual conditions in terms of reaction time, compared to the auditory-only conditions. Teaching style turned out to make no difference on the speed or accuracy of Mandarin tone perception (as compared to a natural speaking style). Further on, we presented the same experimental materials and procedure in Chapter 3 , but now with musicians and non-musicians as participants. The Goldsmith Musical Sophistication Index (Gold-MSI) was used to assess the musical aptitude of the participants. The data showed that overall, musicians outperformed non-musicians in the tone identification task in both auditory-visual and auditory-only conditions. Both groups identified tones more accurately in the auditory-visual conditions than in the auditory-only conditions. These results provided further evidence for the view that the availability of visual cues along with auditory information is useful for people who have no knowledge of Mandarin Chinese tones when they need to learn to identify these tones. Out of all the musical skills measured by Gold-MSI, the amount of musical training was the only predictor that had an impact on the accuracy of Mandarin tone perception. These findings suggest that learning to perceive Mandarin tones benefits from musical expertise, and visual information can facilitate Mandarin tone identification, but mainly for tone-naïve non-musicians. In addition, performance differed by tone: musicality improves accuracy for every tone; some tones are easier to identify than others: in particular, the identification of tone 3 (a low-falling-rising) proved to be the easiest, while tone 4 (a high-falling tone) was the most difficult to identify for all participants. The results of the first two experiments presented in chapters 2 and 3 showed that adding visual cues to clear auditory information facilitated the tone identification for tone-naïve perceivers (there is a significantly higher accuracy in audio-visual condition(s) than in auditory-only condition(s)). This visual facilitation was unaffected by the presence of (hyperarticulated) speaking style or the musical skill of the participants. Moreover, variations in speakers and tones had effects on the accurate identification of Mandarin tones by tone-naïve perceivers. In Chapter 4 , we compared the relative contribution of auditory and visual information during Mandarin Chinese tone perception. More specifically, we aimed to answer two questions: firstly, whether or not there is audio-visual integration at the tone level (i.e., we explored perceptual fusion between auditory and visual information). Secondly, we studied how visual information affects tone perception for native speakers and non-native (tone-naïve) speakers. To do this, we constructed various tone combinations of congruent (e.g., an auditory tone 1 paired with a visual tone 1, written as AxVx) and incongruent (e.g., an auditory tone 1 paired with a visual tone 2, written as AxVy) auditory-visual materials and presented them to native speakers of Mandarin Chinese and speakers of tone-naïve languages. Accuracy, defined as the percentage correct identification of a tone based on its auditory realization, was reported. When comparing the relative contribution of auditory and visual information during Mandarin Chinese tone perception with congruent and incongruent auditory and visual Chinese material for native speakers of Chinese and non-tonal languages, we found that visual information did not significantly contribute to the tone identification for native speakers of Mandarin Chinese. When there is a discrepancy between visual cues and acoustic information, (native and tone-naïve) participants tend to rely more on the auditory input than on the visual cues. Unlike the native speakers of Mandarin Chinese, tone-naïve participants were significantly influenced by the visual information during their auditory-visual integration, and they identified tones more accurately in congruent stimuli than in incongruent stimuli. In line with our previous work, the tone confusion matrix showed that tone identification varies with individual tones, with tone 3 (the low-dipping tone) being the easiest one to identify, whereas tone 4 (the high-falling tone) was the most difficult one. The results did not show evidence for auditory-visual integration among native participants, while visual information was helpful for tone-naïve participants. However, even for this group, visual information only marginally increased the accuracy in the tone identification task, and this increase depended on the tone in question. Chapter 5 is another chapter that zooms in on the relative strength of auditory and visual information for tone-naïve perceivers, but from the aspect of tone classification. In this chapter, we studied the acoustic and visual features of the tones produced by native speakers of Mandarin Chinese. Computational models based on acoustic features, visual features and acoustic-visual features were constructed to automatically classify Mandarin tones. Moreover, this study examined what perceivers pick up (perception) from what a speaker does (production, facial expression) by studying both production and perception. To be more specific, this chapter set out to answer: (1) which acoustic and visual features of tones produced by native speakers could be used to automatically classify Mandarin tones. Furthermore, (2) whether or not the features used in tone production are similar to or different from the ones that have cue value for tone-naïve perceivers when they categorize tones; and (3) whether and how visual information (i.e., facial expression and facial pose) contributes to the classification of Mandarin tones over and above the information provided by the acoustic signal. To address these questions, the stimuli that had been recorded (and described in chapter 2) and the response data that had been collected (and reported on in chapter 3) were used. Basic acoustic and visual features were extracted. Based on them, we used Random Forest classification to identify the most important acoustic and visual features for classifying the tones. The classifiers were trained on produced tone classification (given a set of auditory and visual features, predict the produced tone) and on perceived/responded tone classification (given a set of features, predict the corresponding tone as identified by the participant). The results showed that acoustic features outperformed visual features for tone classification, both for the classification of the produced and the perceived tone. However, tone-naïve perceivers did revert to the use of visual information in certain cases (when they gave wrong responses). So, visual information does not seem to play a significant role in native speakers’ tone production, but tone-naïve perceivers do sometimes consider visual information in their tone identification. These findings provided additional evidence that auditory information is more important than visual information in Mandarin tone perception and tone classification. Notably, visual features contributed to the participants’ erroneous performance. This suggests that visual information actually misled tone-naïve perceivers in their task of tone identification. To some extent, this is consistent with our claim that visual cues do influence tone perception. In addition, the ranking of the auditory features and visual features in tone perception showed that the factor perceiver (i.e., the participant) was responsible for the largest amount of variance explained in the responses by our tone-naïve participants, indicating the importance of individual differences in tone perception. To sum up, perceivers who do not have tone in their language background tend to make use of visual cues from the speakers’ faces for their perception of unknown tones (Mandarin Chinese in this dissertation), in addition to the auditory information they clearly also use. However, auditory cues are still the primary source they rely on. There is a consistent finding across the studies that the variations between tones, speakers and participants have an effect on the accuracy of tone identification for tone-naïve speaker

Comprehension of Subject and Object Relative Clauses in a Trilingual Acquisition Context

Chinese relative clauses (RCs) have word order properties that are distinctly rare across languages of the world; such properties provide a good testing ground to tease apart predictions regarding the relative complexity of subject and object RCs in acquisition and processing. This study considers these special word order properties in a multilingual acquisition context, examining how Cantonese(L1)-English(L2)-Mandarin(L3) trilingual children process RCs in two Chinese languages differing in exposure conditions. Studying in an English immersion international school, these trilinguals are also under intensive exposure to English. Comparisons of the trilinguals with their monolingual counterparts are made with a focus on the directionality of cross-linguistic influence. The study considers how various factors such as language exposure, structural overlaps in the target languages, typological distance, and language dominance can account for the linguistic abilities and vulnerabilities exhibited by a group of children in a trilingual acquisition context. Twenty-one trilingual 5- to 6-year-olds completed tests of subject- and object- RC comprehension in all three languages. Twenty-four age-matched Cantonese monolinguals and 24 age-matched Mandarin monolinguals served as comparison groups. Despite limited exposure to Mandarin, the trilinguals performed comparable to the monolinguals. Their Cantonese performance uniquely predicts their Mandarin performance, suggesting positive transfer from L1 Cantonese to L3 Mandarin. In Cantonese, however, despite extensive exposure from birth, the trilinguals comprehended object RCs significantly worse than the monolinguals. Error analyses suggested an English-based head-initial analysis, implying negative transfer from L2 English to L1 Cantonese. Overall, we identified a specific case of bi-directional influence between the first and second/third languages. The trilinguals experience facilitation in processing Mandarin RCs, because parallels and overlaps in both form and function provide a transparent basis for positive transfer from L1 Cantonese to L3 Mandarin. On the other hand, they experience more difficulty in processing object RCs in Cantonese compared to their monolingual peers, because structural overlaps with competing structures from English plus intensive exposure to English lead to negative transfer from L2 English to L1 Cantonese. The findings provide further evidence that head noun assignment in object RCs is especially vulnerable in multilingual Cantonese children when they are under intensive exposure to English.published_or_final_versio

Development of Mandarin by English-Mandarin bilingual children in a Chinese childcare centre : the role of input

This study investigates the development of Mandarin in English-Mandarin bilingual children compared to their monolingual peers in a childcare centre in mainland China. It also examines the qualitative and quantitative aspects of input of the bilingual children’s Mandarin development. Many previous studies examined bilingual children acquiring two languages in one-parent-one-language input conditions (e.g. De Houwer, 1990; Döpke, 2000; Meisel, 1990a; Paradis & Genesee, 1996; Ronjat, 1913; Silva-Corvalán, 2014; Thordardottir, 2014; Unsworth, 2014; Volterra & Taeschner, 1978), and most focused on children developing two Indo-European languages (cf. W Li, 2010; Yip & Matthews, 2007). However, the most common situation of children growing up bilingually takes place in immigration contexts where they are exposed to one language one environment mode (Qi, Di Biase, & Campbell, 2006). To date, this type of bilingual development has not received much attention. In recent years a growing number of native English-speaking people came to work or study in mainland China and their children became bilingual in context-bound one-language-one-environment situations, similar to most other children growing up in immigrant families. This means these children acquire English at home and Mandarin elsewhere e.g., at childcare centres. The effect of teachers’ input at childcare centres on the mainstream language development of bilingual children has rarely been studied. Research questions thus follow: a) How do these bilingual children develop their Mandarin in the childcare centres? b) What role does input from teachers play in these children’s Mandarin development? In order to address these questions, I carried out a multiple case study on seven three-to-five-year-old English-Mandarin bilingual children in a Chinese childcare centre. The main data includes a corpus of recordings of speech produced by the bilingual children, their monolingual peers and their teachers in the same childcare centre in the course of various activities over a four-month school term. I also collected supplementary data supplied by parents and teachers of the bilingual children, including questionnaires and interviews with them. In addition, some elicited comprehension and production tasks were proposed to bilingual children and their monolingual peers to complement the corpus data. Two linguistic domains, namely, Mandarin noun classifier and prepositional phrase (PP) with zài ‘at’, are targeted for investigation as they manifest significant typological differences from the bilingual children’s other language –English. For each domain of investigation, three types of comparison between bilingual children and their monolingual peers are focused on: (a) whether there exists different or similar patterns of acquisition, (b) whether different input conditions result in different patterns of acquisition, and (c) whether the input from teachers influences acquisition pathways in these two domains. Results reveal that bilingual children show a pattern similar to their monolingual peers in the acquisition of Mandarin noun classifiers. Both bilinguals and monolinguals predominantly use (and overuse) the general classifier gè while use of specific classifiers is rare. Children in either group rarely omit an obligatory classifier. Bilingual children’s patterns of classifier acquisition are not as variable as their input, measured by the cumulative length of Mandarin exposure (CLME). Moreover, the pattern of teachers’ use of classifiers appears to significantly influence both bilingual and monolingual children’s acquisition within this domain. Firstly, that specific classifiers are quite rarely used by children is reflected in the input from teachers. Secondly, teachers never omit a classifier when it is obligatory, which may help children to know the obligatory use in practice. Thirdly, cases of children’s overuse of the general classifier gè have also been found in teachers’ productions, although the rate of overusing is much lower than that of the children. However, in the domain of Mandarin locative PP headed by zài ‘at’, it is found that bilingual children follow a different pattern compared to their monolingual peers. Bilinguals show a strong preference for postverbal locative PP with zài, but preverbal and postverbal zài-PPs are equally divided in monolinguals. Moreover, about half of the postverbal zài-PP utterances produced by bilinguals are non-target. In sharp contrast, non-target postverbal zài-PP sentences were not observed in the monolingual children’s productions. Comparison among the bilinguals found that although children with a larger amount of Mandarin exposure generally develop to a more advanced stage than others, those who use Mandarin more often do not lag behind even when their exposure time is less than others. Results from the analysis of teachers’ input show that teachers’ frequency of use of postverbal zài-PP may influence the children’s production in this domain. However, teachers’ use of zai-PPs has consistently shown to be target-like. The results show that there is a possibility that bilingual children’s non-target placement of zài-PPs reflects cross-linguistic influence from the structure of the English prepositional phrase. Findings from this research will offer new insights about language contact and interaction in bilingual development. They will also shed light on the nature of input in the challenging aspects of bilingual children’s linguistic development

Uncovering the myth of learning to read Chinese characters: phonetic, semantic, and orthographic strategies used by Chinese as foreign language learners

Oral Session - 6A: Lexical modeling: no. 6A.3Chinese is considered to be one of the most challenging orthographies to be learned by non-native speakers, in particular, the character. Chinese character is the basic reading unit that converges sound, form and meaning. The predominant type of Chinese character is semantic-phonetic compound that is composed of phonetic and semantic radicals, giving the clues of the sound and meaning, respectively. Over the last two decades, psycholinguistic research has made significant progress in specifying the roles of phonetic and semantic radicals in character processing among native Chinese speakers …postprin