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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 Hits 21 – 40 of 125 21 Gradient Acceptability in Mandarin Nonword Judgment Gong, Shuxiao; Zhang, Jie In: Proceedings of the Annual Meetings on Phonology; Proceedings of the 2019 Annual Meeting on Phonology ; 2377-3324 (2020) BASE Show details 22 Orthographic facilitation in oral vocabulary learning: effects of language backgrounds and orthographic type [<Journal>] Zhang, Jie [Verfasser]; Chen, Yu [Verfasser]; Liu, Yang [Verfasser]. DNB Subject Category Language Show details 23 Acoustics and Perception of Clear Fricatives Maniwa, Kazumi. - : University of Kansas, 2019 BASE Show details 24 Multifunctional Roles of the Ventral Stream in Language Models: Advanced Segmental Quantification in Post-Stroke Aphasic Patients Zhang, Jie; Wei, Xuehu; Xie, Sangma. - : Frontiers Media S.A., 2018 BASE Show details 25 Hybrid computation offloading for smart home automation in mobile cloud computing [<Journal>] Zhang, Jie Verfasser] DNB Subject Category Language Show details 26 Perceptual distinctiveness between dental and palatal sibilants in different vowel contexts and its implications for phonological contrasts Li, Mingxing; Zhang, Jie In: Laboratory Phonology: Journal of the Association for Laboratory Phonology; Vol 8, No 1 (2017); 18 ; 1868-6354 (2017) BASE Show details 27 Teaching Semantic Radicals Facilitates Inferring New Character Meaning in Sentence Reading for Nonnative Chinese Speakers Nguyen, Thi Phuong; Zhang, Jie; Li, Hong. - : Frontiers Media S.A., 2017 BASE Show details 28 How Native Chinese Listeners and Second-Language Chinese Learners Process Tones in Word Recognition: An Eye-tracking Study Qin, Zhen. - : University of Kansas, 2017 BASE Show details 29 THE USE OF SEGMENTAL AND SUPRASEGMENTAL INFORMATION IN LEXICAL ACCESS: A FIRST- AND SECOND-LANGUAGE CHINESE INVESTIGATION Connell, Katrina S.. - : University of Kansas, 2017 BASE Show details 30 Sibilant Contrast: Perception, Production, and Sound Change Li, Mingxing. - : University of Kansas, 2017 BASE Show details 31 Uncovering wireless blackspots using Twitter data Guo, Weisi; Zhang, Jie. - : Institution of Engineering and Technology, 2017 BASE Show details 32 Instructional influences on English language learners' storytelling Ma, Shufeng; Anderson, Richard C.; Lin, Tzu-Jung. - : Elsevier, 2017 BASE Show details 33 Children's productive use of academic vocabulary Morris, Joshua; Latawiec, Beata; Anderson, Richard C.. - : Taylor & Francis LTD, 2017 BASE Show details 34 Lehrbuch 2 Qi, Shaoyan [Verfasser]; Zhang, Jie [Verfasser]. - 2016 DNB Subject Category Language Show details 35 Building community through diversity from a global lens: What do we know about children from Chinese and Korean immigrant families and their education? Zhang, Jie In: published (2016) BASE Show details 36 Chinese language education in the United States. Ruan, Jiening; Zhang, Jie; Leung, Cynthia B. In: USF St. Petersburg campus Faculty Publications (2016) BASE Show details 37 Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children Cheng, Yahua; Zhang, Jie; Wu, Xinchun. - : Frontiers Media S.A., 2016 BASE Show details 38 Observing the contribution of both underlying and surface representations: Evidence from priming and event-related potentials Chien, Yu-Fu. - : University of Kansas, 2016 BASE Show details 39 The nature of variation in tone sandhi patterns of Shanghai and Wuxi Wu Yan, Hanbo. - : University of Kansas, 2016 BASE Show details 40 EFFECTS OF HIGH VARIABILITY PHONETIC TRAINING ON MONOSYLLABIC AND DISYLLABIC MANDARIN CHINESE TONES FOR L2 CHINESE LEARNERS Li, Yingjie Li. - : University of Kansas, 2016 Abstract: Although computer-assisted auditory perceptual training has been shown to be effective in learning Mandarin Chinese tones in monosyllabic words, tone learning has not been systematically investigated in disyllabic words. In the current study, seventeen native English-speaking beginning learners of Chinese were trained using high variability phonetic training paradigm. Two perceptual training groups, a monosyllabic training group and a disyllabic training group, were compared and accuracy in identifying the tonal contrasts in naturally produced monosyllabic and disyllabic words (produced by native Mandarin Chinese speakers) was evaluated. The learners’ performance on tones in disyllabic words was also investigated in terms of syllable position (initial and final position), tonal context (compatible and conflicting context), and tonal sequence (same and different sequence). Results showed that after four training sessions in a two-week period, beginning learners of Chinese significantly increased their tonal identification accuracy from the pretest (60%) to posttest (65%) and this improvement in training generalized to new stimuli by a new speaker (12% increase). The current findings, however, did not show significant differences between the monosyllabic perceptual training group and disyllabic perceptual training group: both showed improvements from pretest to posttest. Although native English-speaking learners in both training groups made improvements in their tonal identification performance in general, when examining learning for the two types of stimuli (monosyllabic and disyllabic stimuli), the results showed distinct patterns in the learners’ performance. While both training groups improved tonal perception in monosyllabic stimuli, training with disyllabic stimuli (disyllabic training group) was much more effective (especially for the disyllabic stimuli) and significantly helped native English-speaking participants to acquire the tones. These results illustrate the limitations of the current tone teaching based solely on monosyllabic words. Instead, the current results advocate for incorporating more common disyllabic words, which are highly variable, into tone learning routines in the classroom in order to achieve native-like tone acquisition. Keyword: Chinese as foreign language; Educational technology; Foreign language education; Linguistics; Mandarin Chinese tones; perceptual training URL: http://dissertations.umi.com/ku:14604 http://hdl.handle.net/1808/22005 BASE Hide details Page: 1 2 3 4 5 6 7

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