Graduate Institute of Teaching Chinese as a Second / Foreign language

National Kaohsiung Normal University

Master Thesis

--

A Study on the Similarity between the Chinese Mandarin

Tones and Sounds from the Environment :
an Experiment on Mandarin Speakers, French Speakers and
French Learners

Advisor: Dr. WANG, Pen-Ying

Graduate Student: LARAIE Arnaud

May, 2013
I

Mohamed
EMBARKI

99
Marion
Atiku
Patricia
Adrien
Chantal

Arnaud LARAIE
II

2013/5/10

Remerciements
La premire personne remercier est Professeur WANG Pen-Ying, puisque cest elle qui depuis deux
ans a su encadrer le droulement de cette recherche avec rigueur et souplesse.
Je souhaiterais aussi remercier Mohamed EMBARKI qui a t mon premier enseignant de
phonologie luniversit. Ce sont ces deux personnes qui ont russi me transmettre leur savoir et
stimuler ma passion pour cette discipline.
Cette recherche est lun des grands vnements de ma vie, non seulement parce que cest un dfi
quun chercheur se doit de relever, mais aussi parce que cela fera bientt dix ans ans que jai dcouvert
pour la premire fois le monde chinois, et que je tente chaque jour depuis de mieux comprendre notre
monde travers cette culture plurimillnaire et son langage fascinant.
Le caractre chinois est le seul crit au monde exprimer un concept et non la prononciation de
ce concept, ce qui constitue selon moi le plus bel lment mais aussi le plus difficile tudier dans la culture
chinoise. Ainsi, la principale motivation de cette recherche tait de progresser un peu plus dans laide
apporte aux futurs apprenants trangers de cette langue dans la familiarisation son oral, et contribuer
ainsi la transmission de la connaissance de ce patrimoine humain.
Jaimerais aussi remercier mes amis tawanais et chinois qui mont accompagn, et ladministration
de Tawan qui ma permis daccder cette opportunit unique au sein de lUniversit Normale de
Kaohsiung. Ici jaimerais aussi exprimer ma reconnaissance envers lensemble du Master en enseignement
du Chinois Langue Etrangre et sa directrice WANG Yu-Fang, ainsi que le prcieux enseignement des
professeurs FANG Li-Na, CHUNG Chen-Cheng, Cheng Hsiu-Jen et WU Ming-Long, et galement les
prcieux conseils envers ce mmoire des membres du jury OU Shu-Chen et YEH Shih-Chi, tous mes
camarades de la promotion 2010 et des promotions prcdentes et suivantes, ma chre camarade
dapprentissage du chinois et compatriote Marion, ou encore Atiku comme tous les Tawanais et Franais
qui ont particip aux expriences de cette recherche, cest eux qui ont rendu ce mmoire possible.
Enfin mes remerciements les plus personnels iront ma femme et ma famille: Hsin-Yi, Merci pour
ton support et de tes encouragements sur cette longue route, Papa et Maman, Merci pour toutes vos
annes consacres mon petit frre Adrien et moi, et puis tout l haut Mamie-Rose, Pp Lon et Tata
Chantal, tellement dsol de ne pas avoir eu assez de temps pour partager avec vous ce sentiment
daccomplissement,

soyez s rs que cest vous qui mapportez la force dans cette vie.

Ce mmoire est certainement la fin dun cycle dans mon apprentissage du chinois, mais jespre quil
pourra tre le point de dpart dun apprentissage pour dautres.
Et puisque la Vie nest que cycle et transmission,

savoir et lenseignement ny font pas exception.

Arnaud LARAIE le 10 mai 2013

III

20 20 20

3
4

IV

Abstract
Mandarin instruction is gaining popularity on every continent, and has become
an increasingly popular subject of study in teaching Chinese as a foreign language in
learning centers and universities. With Chinese characters, the tones remain the major
obstacle for learners in their whole learning process, but also for teachers in their
attempt to provide appropriate explanation and remedy. Based on foreign language
teaching and learning experiences, and on the universal learning process that enables
humans to get the unknown from the known, this study aims at researching acoustic
phenomena in the learners daily environmental non-linguistic sounds to compare it
with the similar physiological process in the enunciation of Mandarin Chinese tones.
To do so, acoustic analysis and frequency pitch normalization are adopted to
compare both Chinese tones and the fundamental frequencies of environmental
sounds. Then, those frequencies were utilized as stimuli to conduct discrimination and
categorization experiments on 20 native Mandarin speakers, 20 French speakers as
well as 20 French learners of Chinese, to verify this acoustic analysis on the
perceptual level. Finally, this study draws on Learning Transfer Theory to explain
how the results of this study could eventually benefit teachers and learners of Chinese
in second language acquisition.
The findings of the study are as follows: (1) A similarity can be noted between
the frequency pitch contour of Mandarin tones and the corresponding sounds we
elicited on the basis of the same physiological mechanisms. (2) This acoustic
similarity is particularly present for the subjects in their auditory perception during the
categorization process, which tends to show the prevalence of Pitch contour versus
tone height and length. (3) The half-third tone pitch contour and its corresponding
environmental sound is accepted by most of the subjects as the Chinese third tone. (4)
Daily mechanical maintained, accelerated, slowed, relaxed sounds and their common
names tend to be a relevant way to help beginners and learners to distinguish,
categorize and potentially memorize the 4 Chinese tones by a vulgarization of these
complex frequency changing phenomena that are essential in the Mandarin Chinese
phonology.

Keywords: Chinese tones, similarity, auditory perception, transfer, teaching.

V

Rsum
Lenseignement du chinois gagne en popularit sur chaque continent, et devient
un sujet dtude incontournable des centres dapprentissage de langues trangres et
des universits. Avec les caractres chinois, les tons demeurent le principal obstacle
pour les apprenants tout au long de leur apprentissage, mais galement pour les
enseignants dans leurs propositions dexplications et de remdes. Base sur des
expriences denseignement et dapprentissage des langues trangres, et sur le
principe universel dapprentissage qui permet lHomme dapprhender linconnu
partir du connu, cette tude a pour but de rechercher des phnomnes acoustiques
dans lenvironnement non-langagier quotidien des apprenants pour les comparer avec
phnomnes physiologiques similaires de la production des tons du chinois.
Pour cela, des analyses acoustiques et des normalisations de hauteur de
frquence ont t menes pour comparer la fois les frquences des tons du chinois et
des sons de lenvironnement. Ensuite, ces frquences ont t utilises comme stimuli
pour raliser des expriences de discrimination et de catgorisation auprs de 20
locuteurs natifs de chinois, 20 locuteurs de franais ainsi que 20 apprenants franais
de chinois, afin de vrifier cette similarit acoustique au niveau perceptuel.
Enfin, cette tude sest appuye sur la thorie des transferts lors de
lapprentissage pour expliquer comment ces rsulats pourront ventuellement
bnficier aux enseignants et aux apprenants de chinois langue trangre.
Les rsultats de cette tude sont les suivants : (1) Une similarit peut tre
observe entre le contour de la frquence des tons du chinois et leurs quivalents dans
les sons de lenvironnement qui ont t extraits sur la base de mcanismes
physiologiques similaires. (2) Cette similarit acoustique est particulirement
prgnante pour les sujets et leur perception auditive lors de la phase de catgorisation,
ce qui tend montrer la prvalence du contour de frquence du ton sur la hauteur et la
la longueur. (3) Le demi-troisime ton et son quivalent environnemental sont
accpts par la plupart des sujets comme le troisime tonme du chinois.(4) Les sons
quotidiens mcaniques maintenus, acclrs, ralentis et relchs ainsi que leurs
appellations tendent constituer un moyen pertinent pour les dbutants et apprenants
de distinguer, catgoriser voire mme mmoriser les 4 tons du chinois, par une
vulgarisation de ces phnomnes complexes de changements de frquence qui sont
essentiels dans la phonologie du chinois.
Mots-cls : Tons du chinois, similarit, perception auditive, transferts,
enseignement.
VI

..X
..XII

..1

1.1

1.2

1.3

1.4

2.1

8
2.1.1

2.1.2

..11
2.1.2.1

..11

2.1.2.2

..14

..16

2.1.3

..17

2.2
2.2.1

..17

2.2.2

..20

2.2.3

..22

2.2.4

..23

2.2.5

..25

2.2.6

..28
VII

..32

2.3
2.3.1

..32

2.3.2

..38

2.3.3

..41

2.4

..44

.45

3.1

..45

3.2

......46
3.2.1

..46

3.2.2

PRAAT....47

3.2.3

......48
3.2.3.1

..48

3.2.3.2

..49

3.2.3.3

..50

Inquisit .....51

3.2.4

..51

3.3
3.3.1

..................51

3.3.2

......................54
.59

3.4
3.4.1

......................................60

3.4.2

......................................62

3.4.3

..........................................63
3.4.3.1

....63

3.4.3.2

........64

VIII

 68
68

4.1
4.1.1

...69

4.1.2

71

4.1.3

..74

4.1.4

.76

4.1.5

77
78

4.2
4.2.1

.79

4.2.2

.82

4.2.3

.85
..91

4.3

4.4

4.3.1

maintained..91

4.3.2

accelerated..93

4.3.3

slowed96

4.3.4

relaxed.99
101

..104
5.1

.104

5.2

109

113
116
119

IX


2.2.1

....18

2.3.2.1

/...39

2.3.2.2

..40

2.3.4.1

[s][][]41

2.3.4.2

Wikipedia ..42

2.3.4.4

Wikipedia ..42

3.2.3.1

..49

3.2.3.2

...50

3.2.3.3

..50

3.3.1

..52

3.3.2.1

.55

3.3.2.2

.58

3.4.1

...61

3.4.2

.62

3.4.2.1

.62

3.4.2.2

....63

3.4.4.1

...64

3.4.4.2

..65

4.1

ANOVA..69

4.2.1

..78

4.4.1

...102

5.1

106


1.2

Carmichael Hogan Walter(1932) ..5

1.3

.... 6

2.1.2.1.1

.. 14

2.1.2.1.2

... 14

2.1.2.2.1

.. 15

2.1.2.2.2

.... 15

2.2.1.1

.. 18

2.2.1.2

..19

2.2.1.3

...19

2.2.1.4

...20

2.2.2.1

..21

2.2.2.2

..21

2.2.3.1

..23

2.2.3.2

...24

2.2.6.1

do

re

mi...29

2.2.6.2

... 30

2.3.1.1

....33

2.3.1.2

Activity of the sternohyoid muscle in modern standard chinese. 34

2.3.1.3

......35

2.3.1.4

....36

2.3.1.5

....36

2.3.4.1

....43

2.3.4.2

...43

3.2.1

Audacity ....47

3.2.2

Praat ...47

3.3.1.1

d ..52

3.3.1.2

Praat Pitch listingd .52

3.3.1.3

[du]..52
XI

 3.3.2.1

.....54

3.3.2.2

......56

3.3.2.3

.......56

3.3.2.4

.....57

3.3.2.5

.....57

3.3.2.6

....59

3.4.1

praat /pitch tier/Hum .....60

3.5

.......67

4.1.1.1

69

4.1.1.2

70

4.1.1.3

71

4.1.2.1

2B72

4.1.2.2.

72

4.1.2.3.

73

4.1.3.1

74

4.1.3.2

75

4.1.3.3

75

4.1.4.1

76

4.1.4.2

76

4.1.4.3

77

4.2.1.1

F 80

4.2.1.2

F 80

4.2.1.3

F 81

4.2.1.4

F 81

4.2.1.5

F 82

4.2.2.1

C 82

4.2.2.2

C 83

4.2.2.3

C 83

4.2.2.4

C 84

4.2.2.5

C 85

4.2.3.1

FC 86

4.2.3.2

FC 87

4.2.3.3

FC 88
XII

 4.2.3.4

FC 89

4.2.3.5

FC 90

4.2.3.6

FC 90

4.3.1.1

92

4.3.1.2

92

4.3.1.3

93

4.3.2.1

94

4.3.2.2

95

4.3.2.3

96

4.3.3.1

97

4.3.3.2

97

4.3.3.3

98

4.3.4.1

99

4.3.4.2

100

4.3.4.3

100

5.1

......108

5.2

109

XIII

2010

2001

2006

, Mandarin PrimerY. R. Chao, 1948

2000

2001
2002

1989
Chen1997
Shen, 19892010200920001995

2005
2007

1999

2009

 5-5

Carmichael Hogan Walter1932

1.2 Carmichael Hogan Walter1932

H. Douglas Brown
2010
248

1.3

Chao1948

1.4.1

1995

1.4.2 tone value

2005

1 5

1.4.3 pitch

pitch shift

1.4.4

2.1.1
Singleton2004The age factor in second language
acquisition

Contrastive Analysis, CA

StockwellBowen Martin 1965

Prator 1967

1.

0 Transfer

/ mfn /
/ mfn /

2.

1 Coalescence
/ bp /
/ p / [b ] / p /
/ pp / / p /

3.

2 Underdifferenciation

/ bdg

4.

3 Reinterpretation

ptk/ ptk /
ptk/ ptk/

5.

4 Overdiferrenciation
/ ptk /

6.

5 Split

/ t / [t]
/ t / / t/

Prator Stockwell

Whitman1970

Piaget 1972
interlanguage

Wardhaugh1970

10

Oller Ziahosseiny1970

subtle differences

Oller Ziahosseiny

Littlewood1981

1987

2.1.2

11

2.1.2.1

1987
Comparative Phonetics

Carroll1994

2004

17 3
8 13

12

 / ptk /
[ptk][tsts]
/ R / [x]
[ t ] [ t (t)]
/ tt /

2010

minimal pair2006

Krashen1985
i i1

2.1.2.1.1
2.1.2.1.2

13

 2.1.2.1.1
Live Interactive Chinese(, 2007) 19

2.1.2.1.2
2. zhch
zhch
toneme

2.1.2.1.2
Far East Chinese for Youth(Wu & Tsai, 2007) 14

2.1.2.2
articulatory phonetics

2.1.2.2.1
2.1.2.2.2

14

 2.1.2.2.1
2007 Live Interactive Chinese(, 2007) 18

2.1.2.2.2

2.1.2.2.2
2007 Live Interactive Chinese, 2007
18

2007

15

2.1.3

2000Jol
Bellassen "Mthode dInitiation la Langue et
lEcriture Chinoises"
" hein ? " "tu es Franais ? "
" non ! "2007

"huh ? "
Oller Ziahosseiny1970

2010

2010

16

2.2.1
2011suprasegmental features

17

 2.2.1

High tone

Rising tone

Dipping-rising

Falling

T1

T2

T3

T4

(, 1999)

280

313

342

226

(Liu, 2002)

310

200

270

150

193

320

Hz
(Liu, 2002)

262

253

2006
level tonecontour tone

2.2.1.1
1989

Fu 1998
Shen 1991

18

 2.2.1.2

Liu 2007
Fon 2004
2010
Moore1997

Liu 2007
25 30 70 75
25 75
2.2.1.1
2.2.1.2
75 25

25211
2.2.1.3 2.2.1.4

2.2.1.3 (, 2005)
19

 2.2.1.4, 2005

2.2.1.3
2.2.1.4

2.2.2
1993

1997

2000

2.2.2.1 2.2.2.2
15
20

 2.2.2.1 (Wu & Tsai, 2007) 91

2.2.2.2 (, 1989)

2010

1984
4.7
21

 82.4

2.2.3
2010 30
2009 12 70

2000

22

2006

2.2.4
2010

2.2.3.1
http://wals.info/feature/13A?tg_format=map&v1=cfff&v2=cf6f&v3=cd00
23


click consonant

2.2.3.2
http://wals.info/feature/19A?tg_format=map

1989
1995
1998

24

1994

2000

2010

2.2.5
2002

25

1998

2001
1995

26

2009

5-5 3-5
2-1-4 5-1 2009

risingdippingfalling
graphic analysis

Reid1987

27

2009

2.2.6

Oller Ziahosseiny1970subtle
differences

28


1987
do
do1
dodo1do2
dodo1do2
do3
2.2.6.1 Praat

2.2.6.1 do
remi

dodo1

doremifado
1987
do
fa
resol
mila

29

doremifa
2005

2003

2.2.6.2

2003
30

20101968

70

55 55

2010

31

2010
Articulatory phonetics
Acoustic phoneticsAuditory phonetics or
psycho-linguistics

2.3.1
Practical Phonetics
1987

2006acoustic phonetics
40
spectrograph

pitch
32

f0,fundamental frequency
Ladefoged1963
subglottal pressure 2.3.1.1

2.3.1.1 wikipedia

http://zh.wikipedia.org/wiki/%E8%81%B2%E9%81%93
33

Sagart1986 Hall1994
cricothyroid muscle
Hall,
1994 2.3.1.2 Level ToneT1
Maintain activity

Rising ToneT2 activation

T3

Falling Tone T4
Relaxation

2.3.1.2

Activity of the sternohyoid muscle in modern standard chinese

Hall 1994

34

2004
f
Hz
n f = n /

1 2.3.1.1

2.3.1.3

2.3.1.2 2.3.1.3

2.3.1.3

2004
35

 a
m/s

2.3.1.4 Tone2 2.3.1.5 a=0

2.3.1.4

2.3.1.5

1997

36

risingaccelerated
dipping
slowedfallingrelaxed
relaxed

maintained
risingdippingfalling
graphic analysis

2005

maintained acceleratedslowed
relaxedhighrisingdippingfalling

2009maintained

37

2.3.2
auditory phonetics

1987
Experimental Phonetics

[p] [p]

[p] [p]

2009

5-5 [n]
[n]

3-5[n]
[n]

2-1-4[n]
[n] 5-1

38

2009

2.3.2.1

S2

5
4
3
2
1
0

S1
2

S1

S2

2
1.5
1
0.5
0

S1
3

S1

Roger W. Sperry1982
39


1981

Torrance1980

2.3.2.2

2009
40

2.3.3
2010

[s][][]
2.3.4.1

[s][][]

[s]

[]

[]

voiceless coronal sibilant

voiceless retroflex sibilant

lateral click

voiceless fricative

voiceless sibilant fricative

sucking on the molars on

alveolar

retroflex

either side (or both sides)

of the mouth
the most acoustic strength
at around 8,000 Hz

hissing sibilants

hushing sibilants

stridents

stridents

Common consonant in a

Speaking non-technically,

A simple lateral click is

most of languages

the retroflex consonant []

made in English to get a

sounds somewhat like a

horse moving, and is

mixture between the regular

conventionally written

English [] of "ship" and a

tchick!

strong American "r"

41

squeaky sound

2.2.1
Wikipedia
2.3.4.2 2.3.4.3

2.3.4.2 Wikipedia CLICK

click consonant(suck)(smack)
(sniff)

Clicks are speech sounds found as consonants in many languages of southern Africa, and in three
languages of East Africa. Examples of these sounds familiar to English speakers are the tsk! tsk!
(American spelling) or tut-tut (British spelling) used to express disapproval or pity, the tchick! used
to spur on a horse, and the clip-clop! sound children make to imitate a horse trotting.
2.3.4.3 Wikipedia
Here is a minimal tone set from Mandarin Chinese, which has five tones, here transcribed by
diacritics over the vowels:A high level tone: // (pinyin )A tone starting with mid pitch and
rising to a high pitch: // (pinyin )A low tone which dips briefly before, if there is no following
syllable, rising to a high pitch: // (pinyin )A sharply falling tone, starting high and falling to the
bottom of the speaker's vocal range: // (pinyin )

Wikipedia
used to spur on a horse, and the clip-clop! sound children make to
imitate a horse trotting.Ausubel1968

subsumption
Smith
1975Manufacturing meaningfulness

42

 2.3.4.1
(H. Douglas Brown)
2010
108

T1 highT2 rising, T3
dipping-rising, T4 falling
maintainedacceleratedslowed2relaxed

2.3.4.1 2.3.4.2

2.3.4.2
(H. Douglas Brown)
2010
108

2.2.2
43

44

Toneme

1.

45

2.
Excel

3.

Praat Hum Pitch Tier

4.

5.

6.

46

3.2.1
Hawk 03-HKC933
Audacity3

Praat

3.2.1

Audacity

3.2.2 PRAAT
Praat
Paul Boersma David Weenink Praat

pitch intensityformant pulse

3.2.2
3

Praat

Audacity
AIFFWAVMP3Ogg VorbisFLACMOVWMAM4AAC3

47

3.2.3

3.2.3.1
2010

p
tk iua

82.4
4.7
1984 1993

Tone Sandhi
, 1997

, 1984

ptk iua, 2010

3.2.3.1

48

 3.2.3.1

[pi]

[pa]

[pu]
[ti]

[ta]

[tu]

[ku]

[p][p][ k][ka]

[ki][p]
Praat
[du]

3.2.3.2

5
Praat
4 3.2.3.2

Pitch shift

49

 3.2.3.2

3.2.3.3

& , 2006 2.3.1

maintained

accelerated

slowed

relaxed

3.2.3.3

Maintained accelerated

slowed

relaxed

subglottal pressure
Hall, 1994; Ladefoged, 1963; Sagart, 1986

http://eng.universal-soundbank.com/
50

3.2.4

Inquisit

Inquisit

3.3.1
2010
Praat

3.3.1.1.1 d
11

6
7
8
9

http://eng.universal-soundbank.com/horns.htm
http://eng.universal-soundbank.com/motorcycles.htm
http://eng.universal-soundbank.com/motorcycles.htm
http://eng.universal-soundbank.com/sneeze.htm
51

 3.3.1.1

Praat Pitch listing

3.3.1.1.2.
Excel 3.3.1.2.

Hz

3.3.1.2
400
350
300
250
200
150
100
50
0

Praat Pitch listingd

10

11

du1 304

303

302

302

300

299

298

297

295

295

295

du2 194

186

177

176

178

180

185

192

204

221

229

du3 219

212

199

186

176

170

167

165

163

158

154

du4 336

336

334

326

317

301

282

263

248

234

219

3.3.1.3 [du]

3.3.1

52

 3.3.1

273

367

-3

18

243

130

-30

-35

10367 273

10

Liu, H. M. (2002)T1 310 T2 200 T3 270 T4

150
53

243 130 T2T1T3T4

3.3.2

Praat Pitch listing Excel

hz

400
350
300
250
200
150
100
50
0

10

11

maintained 348

350

354

356

354

352

353

357

360

359

356

accelerated 112

114

119

122

127

130

134

138

141

144

147

slowed

93

91

90

89

88

85

85

83

83

82

82

relaxed

324

323

322

321

319

314

308

302

295

287

275

3.3.2.1

maintained
accelerated slowed relaxed relaxed
slowed 3.3.2.1

54

 3.3.2.1

Maintained

Accelerated

270 273

364 367

2-3

3118

Slowed

Relaxed

244 243

137 130

-12-30

-15-35

2006
T

55

x a
b T T
0 5 T
200601 T 1 12
T 2 23 T 3
34 T 4 45 T
5
3.3.3.2 3.3.2.3 3.3.2.4 3.3.2.6

6
5
4
3
2
1
0
1

4
du1

du2

du3

10

11

du4

3.3.2.2
6
5
4
3
2
1
0
1

maintained

accelerated

slowed

3.3.2.3

56

10
relaxed

11

6
5
4
3
2
1
0
1

10

maintained

accelerated

slowed

relaxed

du1

du2

du3

du4

11

3.3.2.4

2003

3.3.2.5 ( & , 2003)

57


3.3.2.1 3.3.1
-32
1831
-30
-12-35-15

3.3.2.2

--

18

-3

-30
31

-35
-12

-15

Tseng1990

f0trajectory
categorical
perception

3.3.2.6

Liu 2007
75
75 25

58

T2/accelerated

maintained

accelerated

du1

du2

6
5
4
3
2
1
0

T1/maintained

3
2.5
2
1.5
1
0.5
0

1 2 3 4 5 6 7 8 9 10 11

1 2 3 4 5 6 7 8 9 10 11

T4/relaxed

T3/slowed
slowed

relaxed

3
2.5
2
1.5
1
0.5
0

du4

du3
5
4
3
2
1
0

1 2 3 4 5 6 7 8 9 10 11

1 2 3 4 5 6 7 8 9 10 11

3.3.2.6

59

3.4.1
lexical, 2011

2009[]
11
praat
HUM

3.4.1.

11

HUMpraat /pitch tier/HUM

2.3.2
60

3.4.1

4
3

S1

1
0

0
1

4
3

1
0.5

S1

2
1.5

S1

S1

HUMpraat /pitch
tier/HUM
HUM

Paul Boersma1993
praat /pitch tier/HUM

The algorithm performs an acoustic periodicity detection on the basis of an

accurate autocorrelation method, as described in Boersma (1993). This
method is more accurate, noise-resistant, and robust, than methods based on
cepstrum or combs, or the original autocorrelation methods.

61


Praat
EXCEL
PRAAT Praat HUM
Discrimination Task
Categorization Task
150
1
23
4
AB
CD
3.4.2
3.4.2

3.4.2
3.4.2.1
3.4.2.1 /

60

40

Chinese speakers

20

FC
French speakers
62

and

F
French speakers

Chinese learners20

20

3.4.2.2

3.4.2.2

15-25

25-35

35-45

45-55

3.4.3
3.4.3.1

HUM
audacity 64
200

ABCDNatural

1234Linguistic
63

 3.4.3.1

A ~ A

A ~ 1

1 ~ A

1 ~ 1

A ~ B

A ~ 2

1 ~ B

1 ~ 2

A ~ C

A ~ 3

1 ~ C

1 ~ 3

A ~ D

A ~ 4

1 ~ D

1 ~ 4

B ~ A

B ~ 1

2 ~ A

2 ~ 1

B ~ B

B ~ 2

2 ~ B

2 ~ 2

B ~ C

B ~ 3

2 ~ C

2 ~ 3

B ~ D

B ~ 4

2 ~ 4

2 ~ 4

C ~ A

C ~ 1

3 ~ A

3 ~ 1

C ~ B

C ~ 2

3 ~ B

3 ~ 2

C ~ C

C ~ 3

3 ~ C

3 ~ 3

C ~ D

C ~ 4

3 ~ D

3 ~ 4

D ~ A

D ~ 1

4 ~ A

4 ~ 1

D ~ B

D ~ 2

4 ~ B

4 ~ 2

D ~ C

D ~ 3

4 ~ C

4 ~ 3

D ~ D

D ~ 4

4 ~ D

4 ~ 4

Inquisit

CN
C
N

3.4.3.2

2006

64


4
4 16 3.4.3.2

3.4.3.2

10

11

12

13

14

15

16

ABC D
A
B
C
D

123 4
1
2
3
4

65

ABC D
A
B
C
D

123 4
1
2
3
4

34 12

66

0.

6.

1.

5.

2.

Excel

4.

3. Praat Hum Pitch

Tier

3.5.

67

Chinese speakers 20 40 F
French speakers 20 FC French
speakers and Chinese learners 20

4.1

audacity
64 3.4.3.1
ANOVA
FC
F C
F2191 11.662

p<.001

68

 4.1 ANOVA

Ss

Df

MS

2703132.168

1351566.084

11.662

FCF
FCC

2.190E7

189

2.461E7

191

115896.395

FCFC

4.1.1

1A
1A
4.1.1.1 C F
FC

1-A C F
2000 A-1
1700 1-1A-A
1500

A-A
A-1
1-A
1-1.
0

500

4.1.1.1

1000

1500

2000

2500

69


C F A-1
1-A
4.1.1.2 1

100
90
80
70
60
50
40
30
20
10
0

1-1. 1-2. 1-3. 1-4. 1-A 1-B 1-C 1-D 2-1. 3-1. 4-1. A-1 B-1 C-1 D-1
97.5 0 28.6 40 5 0 0 14.3 40 18.2 0 15 0 7.69 8.33
97.5 6.67 0

0 15.4 8.33 13.3 0 12.8 0

0 7.69

100 40 20 50 12.8 7.69 0 33.3 50 7.14 16.7 22.5 7.69 0 13.3

4.1.1.2

4.1.1.2

1-1

1-2

1-3

1-42-11-A
1-B1-C1-D

3.3.2.6

A-1

;
70

 4.1.1.3
A-A959895
A-1
151323A-A

100
90
80
70
60
50
40
30
20
10
0

1-A 2-A 3-A 4-A A-1 A-2 A-3 A-4 A-A A-B A-C A-D B-A C-A D-A
5
0
0 7.14 15 9.09 6.67 13.3 95 11.1 14.3 15.4 0 8.33 0
5

0 12.8 15.4 15.4 0 97.5 0 6.67 0 7.14 0 6.67

12.8 0

0 22.5 13.3 0

4.1.1.3

0 94.9 0

0 6.25 0 7.14

A1
2-11-4

4.1.2

2
B
4.1.1.
4.1.2.1

2B
71

B-B
B-2
2-B
2-2.
0

500

1000

1500

2000

2500

3000

4.1.2.1 2B

4.1.2.1 C F FC

B-2 C F 2000

2-BCF C 2000
B-B2-2
1500
B-22-B
priming effectKiger and Glass
1983

100
90
80
70
60
50
40
30
20
10
0

1-2. 2-1. 2-2. 2-3. 2-4. 2-A 2-B 2-C 2-D 3-2. 4-2. A-2 B-2 C-2 D-2
0 40 97.5 72.7 40 0 30 27.3 29.4 38.5 27.3 9.09 32.5 18.8 28.6

6.67 8.33 100 80 7.14 0

40

50 97.5 100 60

35 28.6 0 7.14 0 15.4 45 8.33 0

0 47.5 33.3 64.3 50 36.4 13.3 47.5 29.4 23.5

4.1.2.2.

2B 4.1.2.1

72

2-3
FC 100C 80F
70

2-BB-2
2-BB-22-32-12-4

30 50

100
90
80
70
60
50
40
30
20
10
0

1-B 2-B 3-B 4-B A-B B-1 B-2 B-3 B-4 B-A B-B B-C B-D C-B D-B
0 30 26.7 0 11.1 0 32.5 56.3 10.5 0 92.5 33.3 64.3 35.7 7.14
0

35 8.33 0

45 21.4 6.67 7.14 97.5 70.6 71.4 50 6.67

7.69 47.5 28.6 7.69 0 7.69 47.5 56.3 15.4 6.25 100 73.3 80 63.6 20
4.1.2.3.

B-2F 33C 45
FC 482-B
303548

B-BB-CB-DC-B
F FC 3-B
27 29B-3
563B
8 21

73

4.1.3

3C

C-33-C 4.1.3.1

C-C
C-3
3-C
3-3.
0

500

1000

1500

2000

2500

3000

4.1.3.1

4.1.3.1 C F FC

C-3 C F 2000

3-CFC C 2000
C-C3-3
1500
3C
4.1.3.2.

4.1.2 2-3
FC 73C 80 FC
1003-4F 57FC
73

3-D
6065

4-3
63503
74

C4D

100
90
80
70
60
50
40
30
20
10
0

1-3. 2-3. 3-1. 3-2. 3-3. 3-4. 3-A 3-B 3-C 3-D 4-3. A-3 B-3 C-3 D-3
28.6 72.7 18.2 38.5 95 57.1 0 26.7 25 60 62.5 6.67 56.3 52.5 7.69

80 13.3 7.14 97.5 30.8 0 8.33 15 21.4 33.3 15.4 21.4 32.5 0

20 100 7.14 50 97.5 72.7 0 28.6 27.5 64.7 50

0 56.3 60 14.3

4.1.3.2

4.1.3.3 C-C
B-CC-BC-3
F 53C 33FC 60

100
90
80
70
60
50
40
30
20
10
0

1-C 2-C 3-C 4-C A-C B-C C-1 C-2 C-3 C-4 C-A C-B C-C C-D D-C
0 27.3 25 9.09 14.3 33.3 7.69 18.8 52.5 0 8.33 35.7 95 0 0

0 28.6 15 8.33 6.67 70.6 0 8.33 32.5 0

0 33.3 27.5 0

0 63.6 97.5 33.3 23.1

0 73.3 0 29.4 60 20

50 97.4 0

4.1.3.3

75

4.1.4

4D
D-D
4.1.4.1

D-D
D-4
4-D
4-4.
0

500

1000

1500

2000

2500

4.1.4.1

4.1.4.1
1500
4D
4.1.4.2

100
80
60
40
20
0

1-4. 2-4. 3-4. 4-4. 4-A 4-B 4-C 4-D A-4 B-4 C-4 D-4
40 40 57.14 100 7.143 0 9.091 85 13.3310.53 0
90

0 7.14330.77 100

50

60 72.73 95

4.1.4.2

0 8.333 100

0 7.692 0

95

0 6.667 0

97.5

0 15.38 20

95

76

4D 4.1.4.2.
F C FC
4-4
4-D
8510095D-4
909895
F FC

1-4 40 50
2-4 40 60
3-4 73
4.1.4.3
D-D4-DD-4
B-D

100
80
60
40
20
0

1-D 2-D 3-D 4-D A-D B-D C-D D-1 D-2 D-3 D-4 D-A D-B D-C D-D
14.3 29.4 60 85 15.4 64.3 0 8.33 28.6 7.69 90 0 7.14 0 97.5
15.4 0 21.4 100

0 71.4 0 7.69 0

33.3 64.3 64.7 95

4.1.4.3

4.1.5

0 97.5 6.67 6.67 0 94.9

80 33.3 13.3 23.5 14.3 95 7.14 20 23.1 97.5

77

2003
2005

4.2

3.3.2.4

Toneme

4
ABCD

4.2.1

10

11

12

13

14

15

16

78

C
1234
F ABCD

4 D
C 3C
2B
1AC
FC
FC F

F C
FC

4.2.1

4.2.1.1 F 1
AAF
95F 90.
F
F 1
A
1-A 5 A-1 15

79

1
B
2%

C
0%

A
C
0%
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2%

D
3%
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95%

4.2.1.1

D
8%
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90%

4.2.1.2 F 2
BB
F 61F 85

F 172C
B8C

2
D
C 7%
17%

A
15%

C
8%

B
61%

4.2.1.2

D
5%

A
2%
B
85%

4.2.1.3 3C
CF
F 95F
80
F

80

3
D
0%

A
2%

B
3%

D
13%

B
0%

C
80%

C
95%

4.2.1.3

A
7%

4.2.1.4 F 78
DD F 404
D
F 4D
4-D 85D-4 90
4D404
45F 64
B-D

4
D
40%

B
45%

D
A
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2% 12%

A
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78%

C
8%
4.2.1.4

C
8%

F 20
78 4.2.1.5

80 74
81

F 4
40

100
90
80
70
60
50
40
30
20
10
0

77.5

15- F M
25
80 83 78

25- F M
35
74 81 67

35- F M
45
84 84 84

45- F M
55
72 69 75

74

70 66 65

67 71 62

78 81 75

81 87 75

87 88 91

81 92 71

87 81 94

63 50 75

79.5

4.2.1.5 F

4.2.2

4.2.2.1 C 1
A
C 95C
95
F C 1
A 5 1-A 13
A-1
1
3
0%
2
5%

4
0%
1
95%

4.2.2.1

3
5%
2
0%

4
0%
1
95%

C
82

 4.2.2.2 C 2
90B 85
F 61
C
85

2
4
0%

3
10%

B
4
0%

1
0%

1
7%

3
8%

2
90%

2
85%

4.2.2.2 C

4.2.2.3 C 3
C 60CC 83
F
C C 83
C C 60.
C

3
4
15%

C
4
0%

1
7%
3
60%
4.2.2.3

1
5%
3
83%

2
18%

C
83

2
12%

 4.2.2.4 C 4
D F
C 9595

C 4-D 100D-4 98

4
1
0%
4
95%

4.2.2.4

D
2
2%

1
0%
3
3%

4
95%

2
5%
3
0%

C 20
89 F
F C

91 86

84

100
90
80
70
60
50
40
30
20
10
0

89

86.8

91.8
4.2.2.5

4.2.3

15- F
25
84 95
77

91

M
71

25- F
35
91 96

63

89

91 100 79

85

35- F
45
84 84

84

45- F M
55
97 100 94

87

81

87

75

100 100 100

92 100 83

90

81

94

94 100 87

92

FC

4.2.3.1 F C FC
1A1-A
13A-1 23
4.2.3.1.a 4.2.3.1.b
120 100A
97A

4.2.3.1.c 4.2.3.1.d 195

A951
FC 1A
100A195

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95
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90 FC 95 C
95

85

FC 95
C 95

a. 1
D
C 0%
0%
B
0%

b. A
D
C 3%
0% B
0%

A
100%

c. 1
4
3%

3
0% 2
2%
4.2.3.1

A
97%

d. A

1
95%

3
0%

4
3%
2
2%

1
95%

FC

F C 4.2.3.2.a 4.2.3.2.b
FC 220 92B
97B
4.2.3.2.c 4.2.3.2.d 2
85B902

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92B2
90
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86

 92 F 612
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97 F 85
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85B2
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C 90

a. 2
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3%

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0%

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0%

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5%

c. 2

3
13%
4.2.3.2

A
0%
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97%

B
92%

4
0%

D
3%

d. B
4
0%

1
2%

3
10%

2
85%

1
0%
2
90%

FC

F C 4.2.3.3.a 4.2.3.3.b
FC 320 75C
85C
4.2.3.3.c 4.2.3.3.d 3
87

82C883
FC 3C
75C3
88
FC 75 F
953C
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F 80
FC
88 C 83

C3FC
82 C 60

C
75%

D
18%

C
A
2%
B
5%

4
13%
C
85%

3
82%

4.2.3.3

B
2%

C
1
0%

4
8%

A
0%

4
3%

2
10%

3
88%

1
7%
2
2%

FC

88

 4.2.3.4.a 4.2.3.4.b FC
420 63D90
D
4.2.3.4.c
4.2.3.4.d 7093
FC
4D63D
493FC
63 F 454
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90 F 95
FC 93D
C 95D
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70 C 95

D
63%

D
A
5%

C
12%

D
90%

B
20%

4
70%

4.2.3.4

A
0%
C
10%

B
0%

D
1
0%
3
20%

2
10%

4
93%

1
0%
3
5%

2
2%

FC
89

 4.2.3.5 FC 20
85 F 77.5
, C 89
F
FC
80 90

120
100
80
60
40
20
0

15F M
25

25F M
35

35F M
45

45F M
55

85

96 97 95

78 88 66

92 94 90

72 50 94

80

94 97 90

71 83 53

85 88 81

69 50 88

90

98 97 100

85 92 79

100 100100

75 50 100

4.2.3.5

FC

4.2.3.6 FC 20
85
F C
FC
90 88 80 82

120
100
80
60
40
20
0

15F M
25

25F M
35

35F M
45

45F M
55

85

91 89 94

82 87 77

92 84 100

75 100 50

82

89 88 91

75 79 71

84 69 100

81 100 63

88

94 91 97

90 96 83

100100100

69 100 38

4.2.3.6

FC

90

4.3

4.3.1

maintained

4.3.1.1 60
1-A 7A-1 16

3.3.2

91

1
98
15

16

30

21

32

12

16

1-1. 1-2. 1-3. 1-4. 1-A 1-B 1-C 1-D 2-1. 3-1. 4-1. A-1 B-1 C-1 D-1
A
95
7

16

12

1-A 2-A 3-A 4-A A-1 A-2 A-3 A-4 A-A A-B A-C A-D B-A C-A D-A
4.3.1.1

4.3.1.2

D
1%

C
0%
B
1%

D
5%

1
98%

C
0% B
1%

A
94%

92

4
1%

4
1%
1
95%

3
0%
2
4%

4.3.1.2

3
3%

2
1%

1
95%

A 1
A-11-AA
1F FC 1 C
FC A FC
FC NL Non Linguistic FC FC L
Linguistic

F
100
80
60
40

20
FCL

FCNL
4.3.1.3

4.3.1.3 A1
20

90A1
A1
1A
93

4.3.2

accelerated

4.3.2.1 60 392-B 37
B-2 41

3-B 212-C
293-2 31B-C 592-3 84
2-B 37
B-2 41

2
98 84
35

15 32

41
37 29 31 31 21
18 17
12

1-2. 2-1. 2-2. 2-3. 2-4. 2-A 2-B 2-C 2-D 3-2. 4-2. A-2 B-2 C-2 D-2
B
96
37
2

21

41
2

59

44
10

71

49
11

1-B 2-B 3-B 4-B A-B B-1 B-2 B-3 B-4 B-A B-B B-C B-D C-B D-B

4.3.2.1

94

 4.3.2.2

FC C

2
D
4%

B
D
4%

A
10%

C
10%

B
76%

A
1%
B
91%

C
4%

2
4
0% 3
11%

2
88%

B
4
0%

1
1%

4.3.2.2

3
9%

2
87%

1
4%

B 2
B-22-BB
2F FC 2 C
FC B FC
FC NL Non Linguistic FC FC L
Linguistic

95

F
100
80
60
40

20
FCL

FCNL
4.3.2.3

4.3.2.3 B2
50
60B2FC
C F C
3

4.3.3

slowed

4.3.3.1 60 353-C 22

C-3 48

3-B 21
2-C 29
3-2 31
B-C
592-3 843-C 23

C-3 48

96

3
96

84
16

12

53

31

21 22

48 41

44 48
7

1-3. 2-3. 3-1. 3-2. 3-3. 3-4. 3-A 3-B 3-C 3-D 4-3. A-3 B-3 C-3 D-3
C

29 22

96

59
5

18

48

49
6

11

1-C 2-C 3-C 4-C A-C B-C C-1 C-2 C-3 C-4 C-A C-B C-C C-D D-C
4.3.3.1

4.3.3.2

FC C

3
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97

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53

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93

48
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D
93
21 31

48
5

96

94

71
11

17

11

1-D 2-D 3-D 4-D A-D B-D C-D D-1 D-2 D-3 D-4 D-A D-B D-C D-D
4.3.4.1

4.3.4.2

FC C

99

A
6% B
33%
C
10%

D
51%

A
1%

D
84%

C
9%

B
6%

4
83%

D
1
0%

3
11%

1
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4
94%

2
6%

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3
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4.3.4.2

D4
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4F FC 4 C FC
D
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100
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100

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101

 4.4.1

FC

FC NL

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NLL

2003
36 2.2.6.2

102

2009

5-5 4-4
6-6

Smith1975
Manufacturing meaningfulness
50 2.3.4.2

103

Level Tone
Maintained Tone /

Rising ToneAccelerated Tone /

Dipping-Rising-Tone
Slowed Tone /

Falling
ToneRelaxed Tone /
104

3.3.2.3

20
20 20

Tseng1990
f0trajectory

105

Prator1967
4 Overdiferrenciation

1997

5.1

High tone

Rising tone

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Falling

T1

T2

T3

T4

55

Maintained

35

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106

21

Slowed

51

Relaxed

 Krashen1985
i1 i
Praat Pitch tier
HUM[]

Tonemes

" hein ? " "tu es Franais ?"

2009

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my [mj]
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acceleratedmy[mi] slowedmy[mi]

[mi][mi][mi]

107

2000

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/ 214 /
/ 21 / [ 214]allophone 5.1

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[ 35]
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108

5.2

2012
2012
2010

2005

Prator1967 5
Split

109

20

2007

Ladefoged, 1963; Sagart, 1986; Hall,

1994

1997

1999

110


2000

Harbaugh1998

745 yun sh /
yun sh145 : yu y / yu y / yu y22
yn sh

/ yn sh / yn sh / yn sh) 14

sh j / sh j / sh j / sh j /
sh j y zh / y zh / y zh / yzh
/ y zh / y zh / y zh / y zh / y zh

15
4 4 3-3

CEFRCommon European Framework of Reference

ACTFLAmerican Council of the Teaching of Foreign Languages
HSK TOCFL

111

2010

112

2000, 9
2002
19993
2006
2005. :
20024
1995346-54
1989Paris: La Compagnie.
, &20061 33-40
2012
,
1997
2010
2006(
) 25457-60
1989
2006141-45
2009

19893
2005
113

2010
2010277-80
2007
,
2001
2006:
2000
189-93
2000. , 6
1994 9
1999

19871246-53
&2010

353 77-101
1993
2005

1984
2004
, 11109-135
Ed.2005
1999
92-113
2007
2000
2012

114

2009
9 141-142
1995
. 19
2005-
2010

,
1997

2004
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2000
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2004. 4 .
2007Live Interactive Chinese: live ABC Interactive corporation.
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