Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakers

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• dc.contributor.author Yuan, Chenjieca
• dc.contributor.author González Fuente, Santiagoca
• dc.contributor.author Baills, Florenceca
• dc.contributor.author Prieto Vives, Pilar, 1965-ca
• dc.date.accessioned 2018-01-24T08:38:10Z
• dc.date.available 2018-01-24T08:38:10Z
• dc.date.issued 2019
• dc.description.abstract Recent studies on the learning of L2 prosody have suggested that pitch gestures can enhance the learning of the L2 lexical tones. Yet it remains unclear whether the use of these gestures can aid the learning of L2 intonation, especially by tonal-language speakers. Sixty-four Mandarin speakers with basic-level Spanish were asked to learn three Spanish intonation patterns, all involving a low tone on the nuclear accent. In a pre-post test experimental design, half of the participants received intonation training without the use of pitch gestures (the control group) while the other half received the same training but with pitch gestures representing nuclear intonation contours (the experimental group). Musical (melody, pitch) abilities were also measured. The results revealed that (a) the experimental group significantly improved intonational production outcomes, and (b) even though participants with stronger musical abilities performed better, those with weaker musical abilities benefited more from observing pitch gestures.
• dc.description.sponsorship This research has been funded by two research grants awarded by the Ministry of Science and Innovation (FFI2015-66533-P) and the Generalitat de Catalunya (2014 SGR-925), both to the Prosodic Studies Group. The second author also acknowledges a FPU 2012-05893 grant awarded by the Spanish Ministry of Science and Innovation.
• dc.format.mimetype application/pdf
• dc.identifier.citation Yuan C; González-Fuente S; Baills F; Prieto P. Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakers. Stud Second Lang Acquis. 2019;41(1):5–32. DOI: 10.1017/S0272263117000316
• dc.identifier.doi http://dx.doi.org/10.1017/S0272263117000316
• dc.identifier.issn 0272-2631
• dc.identifier.uri http://hdl.handle.net/10230/33741
• dc.language.iso eng
• dc.publisher Cambridge University Press - Coreca
• dc.relation.ispartof Studies in Second Language Acquisition. 2019;41(1):5–32.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/FFI2015-66533-P
• dc.rights © Cambridge University Press 2018
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Intonation learning
• dc.subject.keyword Pitch accent
• dc.subject.keyword Pitch gesture
• dc.subject.keyword Embodied cognition
• dc.title Observing pitch gestures favors the learning of Spanish intonation by Mandarin speakersca
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion