Statistical Regularities Affect the Perception of Second Language Speech: Evidence From Adult Classroom Learners of Mandarin Chinese

Abstract

This study investigated how adult second language (L2) learners of Mandarin Chinese use knowledge of phonological and lexical statistical regularities when acoustic information is insufficient for word recognition. A gating task was used to test intermediate L2 learners at two time points across a semester of classroom learning. Native Mandarin speakers (tested once) served as a control group. Mixed‐effects modeling revealed that upon hearing truncated speech, L2 learners, like native speakers, identified high token frequency syllable–tone combinations more accurately than low token frequency syllable–tone combinations. Error analysis of correct syllable/incorrect tone responses revealed that native speakers made specific probability‐based errors. L2 learners primarily demonstrated more acoustic‐based errors but exhibited a trend toward greater probability‐based errors during the second test. These findings are interpreted in light of L2 speech learning models that emphasize a statistical learning mechanism.Open PracticesThis article has been awarded an Open Materials badge. All materials are publicly accessible via the Open Science Framework at https://osf.io/c4zn6. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.