The Effects of L2 Proficiency on Acquisition of English Lexical Stress by Chinese Learners—An Acoustic Study Based on L1 Interference Theory
- https://doi.org/10.2991/978-2-494069-31-2_409How to use a DOI?
- English lexical stress; L1 interference; Vowel; Phonology system
English is an international language throughout the world and is widely learned as a foreign language by Chinese students. Compared with other skills, Chinese learners are less good at speaking, due to the first language (L1) interference in phonology. Lexical stress is a crucial constituent which determines the comprehension of speech. However, non-native speakers are less sensitive to the changes in English lexical and always produce inaccurate pronunciation. This paper studies the acquisition of English lexical stress by Chinese learners. A comparative experiment between two groups of learners with different proficiency and an acoustic analysis of the records support the research. The results indicate that the second language (L2) proficiency is a positive factor for the acquisition of lexical stress. But the L1 interference will not disappear, which is mainly manifested through a longer duration and a higher pitch, due to the different vowel systems in the two languages. The results also show that more practicing work should be combined with theory teaching to enhance both perception and production of English lexical stress by Chinese learners.
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Cite this article
TY - CONF AU - Yue Liu PY - 2022 DA - 2022/12/29 TI - The Effects of L2 Proficiency on Acquisition of English Lexical Stress by Chinese Learners—An Acoustic Study Based on L1 Interference Theory BT - Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022) PB - Atlantis Press SP - 3482 EP - 3490 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-494069-31-2_409 DO - https://doi.org/10.2991/978-2-494069-31-2_409 ID - Liu2022 ER -