Abstract
In language learning, adults seem to be superior in their ability to memorize knowledge of new languages and have better learning strategies, experiences, and intelligence to be able to integrate new knowledge. However, unless one learns pronunciation in childhood, it is almost impossible to reach a native-level accent. In this research, we take the difficulties of learning tonal pronunciation in Mandarin as an example and analyze the difficulties of tone learning and the deficiencies of general learning methods using the cognitive load theory. With the tasks designed commensurate with the learner’s perception ability based on perception experiments and small-step learning, the perception training app is more effective for improving the tone pronunciation ability compared to existing apps with voice analysis function. Furthermore, the learning effect was greatly improved by optimizing the app interface and operation procedures. However, as a result of the combination of pronunciation practice and perception training, pronunciation practice with insufficient feedback could lead to pronunciation errors. Therefore, we also studied pronunciation practice using machine learning and aimed to train the model for the pronunciation task design instead of classification. We used voices designed as training data and trained a model for pronunciation training, and demonstrated that supporting pronunciation practice with machine learning is practicable.
Highlights
Language learning may be faster and easier for younger people, and this seems to be due to the differences in effort to acquire native and second languages
Studies have divided participants into groups to measure the learning effect of the perceptual training and pronunciation practice, showing that when using monosyllabic words to perform perceptual and pronunciation training, perceptual training has a significant effect on improving perceptual ability, but the improvement in pronunciation ability is much less than that achieved by pronunciation practice [32]
We focused on polysyllable perceptual training, emphasized the comparison of each tone, and designed tasks commensurate with the learner's cognitive ability using the small step strategy
Summary
Language learning may be faster and easier for younger people, and this seems to be due to the differences in effort to acquire native and second languages. Though older people have more knowledge, learning experience, and memory strategies, it is almost impossible for adult learners of a second language to pronounce new languages with a native-level accent. The environment in which only the native language is used and age (neurological constraints [3]) make it difficult to cognize elements of pronunciation in a foreign language (phonemes, mora, accent, syllable, tones, etc.) that are not in the learners’ mother tongue. To learn the pronunciation of a foreign language, generally, learners need to be able to cognize elements of pronunciation and combine them with knowledge of letters and notation. The pronunciation errors of learners are caused by the native-language transfer or part of elements of pronunciation that do not exist in the learners’ native language. Teachers that instruct language learners may be non-native speakers, and it is possible that the teacher’s own pronunciation accuracy and the ability to correct the learner’s pronunciation are insufficient
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