Compound Tones: Second Language Learning Of Mandarin Chinese Tones In Compounds-An Optimality Theory Perspective

This dissertation investigates the learning of Mandarin Chinese tones by non-tonal language speakers within the framework of Optimality Theory.The acquisition of tonal systems is a focus of research of second language(L2)learners with different tonal backgrounds.The fact that pitch patterns often play different roles in tonal and non-tonal languages poses difficulties for L2 speakers in their tonal acquisition.Four major questions are addressed:(i)does universal grammar play any role in the learning of Mandarin tones?;(ii)to what extent does L1 prosodic structure influence the output tonal patterns of L2 words?;(iii)what is the relationship between UG and L1 transfer in the process of tonal learning?(iv)with respect to Tone 3,do L2 learners know the sandhi rules and do the tone-related teaching methods have any effect on L2 learners' tonal production?A phonological experiment was conducted to test L2 learners' tonal production on disyllabic compounds and address the above four research questions.A group of American English speakers who were learning Mandarin Chinese were tested and their Mandarin tonal performance was analyzed.The results show that influences of L1 transfer and universal constraints are mainly manifested in tonal errors and corresponding tonal substitution patterns.Possible factors that affect L2 learners' tonal acquisition include positive and negative L1 transfer in prosodic patterns,especially with respect to rules for compound stress;universal constraints related to tones,including markedness and faithfulness constraints;as well as the effects of different teaching methodologies on L2 speakers' performance.It is shown that all the factors contribute to shaping the L2 learners' interlanguage grammar in tones.For Question i,statistical analysis reveals that the Markedness Scales related to tones(MST),the Obligatory Contour Principle(OCP),and Positional Constraints related to tones(PCT)all constrain English learners' L2 tonal learning to varying degrees.For Question ii,typical L1 pitch patterns show a strong L1 transfer effect.For Question iii,actual tonal outputs indicate that L1 transfer effects and phonological universals may work together in the process of L2 tonal productions.For Question iv,data on error patterns and tonal substitution patterns concerning Tone 3 often presents conflicting results,probably due to the complexity of T3-related sandhi rules and teaching methodology may also play a role.The teaching of T3 [214] as the default form of Tone3 may lead to the overuse of the full tone in Tone3 Sandhi.To illustrate the possible factors affecting L2 learning of compound tones,this study employs a re-ranking model to picture the interlanguage process and works out a small part of ILG constraint ranking concerning tones.By identifying the promotion and demotion of related tonal constraints,as well as the interactions between phonological universals and L1 transfer,a better view emerges on the L2 speakers' tonal learning process within and beyond L1 transfer.