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Vocal Adaptation in Perturbed Auditory Feedback for L2 Learners of Mandarin

This research explores the vocal adaptation in L2 learners of Mandarin by constructing a pitch-shift paradigm that incorporates adaptive changes (i.e., continuously increasing or decreasing changes) in pitch in auditory feedback during vocalization. This study examined the productions of sustained /a/ and / ma1/ (＂mother＂ in Mandarin) in L2 beginners, L2 advanced learners, and native Mandarin speakers. The results show that L2 advanced learners and native Mandarin speakers, but not L2 beginners, had reduced reliance on auditory feedback to monitor vocal pitch. Sensorimotor adaptation was observed for all the groups, suggesting that the online recalibration of the internal model is automatic. The online recalibration is also task-dependent, depending on the requirement of vocal accuracy and the closeness of intended pitch and perturbed pitch.

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A Longitudinal Study of the Development of Mandarin Chinese Learners' Oral Fluency

We assessed the development of oral fluency of Mandarin Chinese learners from different language backgrounds enrolled in an undergraduate program of Chinese as a Second Language (CSL) between their first and third year of study. Analyses of speech data collected during the yearly examinations revealed large increases in articulation rates, filled pauses, repetitions, and false starts from the first to the second year as well as a further increase in articulation rates from the second to the third year. We also replicated typical relationships between CSL learners' speaking proficiency and fluency indicators. Contrary to previous research, we found that the articulation rates do not always serve as a significant fluency indicator to distinguish higher level learners from lower level learners. We will discuss explanations for this pattern related to contextual and educational factors.

• 期刊

從篇章角度分析概念多義之現象－以華語名前形容詞「老」為例

本研究以華語名前形容詞「老」為例，探討上下文訊息在詞彙概念多義中扮演的角色，並採用「詞彙概念及認知模型」理論（Evans 2006, 2007, 2009）作為分析架構。本文主張詞彙的意義並非完全存在於詞彙本身，一個詞彙的部分意義是建構在它與上下文中其他詞彙的互動上，此多義現象又稱為概念多義（Evans 2015）。「詞彙概念及認知模型」理論是由詞彙表徵和語意組合兩環結所構成。其中詞彙表徵包含兩項要素，分別是詞彙概念和認知模型。語意組合包含兩項認知步驟，分別是詞彙概念選擇和語意的融合。透過這理論，可以清楚地呈現如何依據語境訊息選擇合適的詞彙概念，凸顯相關的認知模型，以及將所喚起的詞彙概念和認知模型加以融合成符合上下文的語意。研究結果指出「老」的概念多義現象，主要是以它的詞彙表徵為基礎，隨著所出現篇章的不同，依據上下文訊息，與所搭配的名詞產生語意互動，進而獲得不同的語意詮釋。

• 期刊

國家教育研究院華語字表與其他字表比較研究

分級字表包含識字量和字集內容，是評估閱讀及學習成效的指標。由於語言變遷，字表之分級內容會因時、因地、因對象而呈現差異。多年來，各地研究人員為母語者或二語學習者設計了不同字表來因應編寫教材或測驗評量的需求，臺灣目前並沒有共同採用的華語教學字表，國教院執行教育部「邁向華語文教育產業輸出大國八年計畫（102-109）」之子計畫「建置應用語料庫及標準體系」，運用大型語料庫完成符合二語學習者需求的分級字表，為評估此字表的特色，本文選擇具代表性之7份不同地區及適用對象的字表進行比較分析，研究顯示國教院字表在臺灣不同類型的語料庫，如圖書語料、新聞語料、口語語料等覆蓋率上表現最佳，尤其在初級，覆蓋率明顯優於歐洲字表、香港字表、新加坡字表及大陸漢辦字表，平均約高出4個百分點，顯示本字表適用於臺灣教學，也能回應學者「教學字表的制定應充分立足於本地」的建議。此外，從字表的字集內容來看，國教院字表最能代表臺灣當代華語，在收字及分級上均能呈現本地華語樣貌。也是唯一能清楚說明建置步驟、並貫徹以語料庫為本的字表。整體而言，本字表兼具了客觀性、再現性、真實性、字本位及符合二語學習者需求等特色及優勢。