How L1-Chinese L2-English learners perceive English front vowels: A phonological account

Abstract

Second language acquisition involves readjusting features from one’s L1 onto counterparts in the L2. Learners often face difficulty during this process due to the presence of an already firmly rooted L1 grammar. Furthermore, a learner’s L1 serves to constrain sensitivity to non-native contrasts during the acquisition process. If a learner’s L2 grammar lacks the phonological feature that can differentiate a non-native contrast, then that learner may experience persistent difficulties in representing the L2 sounds as a result. Mandarin learners of English as a second language have to contend with a substantially expanded L2 vowel inventory in the early stages of acquisition, grappling with the addition of pronounced features less prevalent in their L1. In an attempt to account for front vowel acquisition difficulties and possible routes to progress for L1- Mandarin L2-English using a direct transfer approach, this work follows the Toronto School of contrastive phonology which holds that phonological representation is determined primarily through the ordering of contrastive features. We present data from recent phonetic research that catalogues Mandarin learners’ progress in incorporating English front vowels while, at the same time, examining the underlying phonological processes. This serves as the basis for a preliminary model of contrastive hierarchy in language acquisition using elements of a feature geometry paradigm. The model provides a theoretical roadmap showing that, as Mandarin learners progress and gradually incorporate English front vowels into their L2 repository, the learner’s L2 hierarchy evolves through successive stages as contrasts are perceived and categorized.