Robert Neal, Manchester Swire Chinese Language Centre Coordinator, The Manchester Grammar School

• Table of ContentsList of figuresList of tables1 IntroductionOverview of the book2 From ‘nativeness’ to intelligibility Intelligibility, comprehensibility and accentedness Mandarin Chinese as a lingua franca Second language acquisition perspectives on L2 pronunciation Intelligibility- oriented research CSL pronunciation research The tonal system of Mandarin Chinese Why are tones difficult for L1 English learners?CSL tonal perception and training studies CSL intelligibility studies Presentation of research questions 3 Challenges of ‘real world’ pronunciation researchTeachers as second language acquisition researchers Epistemological assumptions Conceptual frameworks Case study research Background contextualisation Sampling strategies Ethical considerations Data collection instruments Speaking tasksDictation exercises Accentedness and comprehensibility ratings Semi- structured interviews with raters Stimulated recall interviewsProcedure Data analysis Identification and description of intelligibility breakdowns Raters’ explanations of their ratings and transcriptionsLearners’ explanations of any perceived pronunciation errors Conclusion 4 Tones and intelligibility The ten monosyllabic words featured in this chapter Overall intelligibility levelsIndividual intelligibility levels Interrater reliability Categorising intelligibility breakdowns ‘Wŏ’ (I/ me) ‘Nĭ’ (you) ‘Hē’ (to drink) ‘Dà’ (big) ‘Chá’ (tea) ‘Suì’ (age/ years old) ‘Rò’ (meat) ‘Shí’ (10) ‘Xué’ (to study) ‘Chī’ (to eat) Conclusion 5 Accentedness and comprehensibility Coding frameworks Learner 1 Learner 2 Learner 3 Learner 4 Learner 5 Learner 6 Learner 7 Learner 8 Learner 9Learner 10 Conclusion6 AwarenessLearners’ awareness of their own pronunciation errors during speech production Learners’ implicit awareness of their own pronunciation errors after speech productionLearners’ explicit awareness of their own pronunciation errors after speech production Conclusion 7 Evidence- informed perspectives Focus on global not local intelligibility Chunking may increase intelligibility levelsIntelligibility is a two- way street Assess each learner individually A narrow focus on tones misses the point ‘Perfect’ accents and tones do not have to be put on a pedestal Raise learners’ awareness levels of their own pronunciation errors Learning Chinese might not be so ‘different’ after all Explicit and implicit knowledge in instructed second language acquisition Conclusion 8 ConclusionWhat did I find out?So what? Next steps Teachers as researchers? Implications for school leaders and policymakers A final thoughtReferences Appendix A: Speaking tasks used to elicit L2 Chinese speech samplesTask 1 Read aloud the following 10 words Task 2 Read aloud the following 10 sentences Task 3 Role- play activity Appendix B: Classification of pronunciation errors at the monosyllabic levelAppendix C: Coding framework used to analyse the perceived causes of accentednessAppendix D: Coding framework to analyse the perceived causes of lower levels of comprehensibilityAppendix E: Coding framework used to analyse learners’ responses to their own intelligibility breakdowns Code 1: No recognition of breakdown(s) Code 2: No explanation of breakdown(s) Code 3: Inaccurate explanation Code 4: Unsuccessful self- repair Code 5: Successful self- repair Code 6: Partial explanationCode 7: Full explanationAcknowledgements Index

Robert Neal, Manchester Swire Chinese Language Centre Coordinator, The Manchester Grammar School

• Table of ContentsList of figuresList of tables1 IntroductionOverview of the book2 From ‘nativeness’ to intelligibility Intelligibility, comprehensibility and accentedness Mandarin Chinese as a lingua franca Second language acquisition perspectives on L2 pronunciation Intelligibility- oriented research CSL pronunciation research The tonal system of Mandarin Chinese Why are tones difficult for L1 English learners?CSL tonal perception and training studies CSL intelligibility studies Presentation of research questions 3 Challenges of ‘real world’ pronunciation researchTeachers as second language acquisition researchers Epistemological assumptions Conceptual frameworks Case study research Background contextualisation Sampling strategies Ethical considerations Data collection instruments Speaking tasksDictation exercises Accentedness and comprehensibility ratings Semi- structured interviews with raters Stimulated recall interviewsProcedure Data analysis Identification and description of intelligibility breakdowns Raters’ explanations of their ratings and transcriptionsLearners’ explanations of any perceived pronunciation errors Conclusion 4 Tones and intelligibility The ten monosyllabic words featured in this chapter Overall intelligibility levelsIndividual intelligibility levels Interrater reliability Categorising intelligibility breakdowns ‘Wŏ’ (I/ me) ‘Nĭ’ (you) ‘Hē’ (to drink) ‘Dà’ (big) ‘Chá’ (tea) ‘Suì’ (age/ years old) ‘Rò’ (meat) ‘Shí’ (10) ‘Xué’ (to study) ‘Chī’ (to eat) Conclusion 5 Accentedness and comprehensibility Coding frameworks Learner 1 Learner 2 Learner 3 Learner 4 Learner 5 Learner 6 Learner 7 Learner 8 Learner 9Learner 10 Conclusion6 AwarenessLearners’ awareness of their own pronunciation errors during speech production Learners’ implicit awareness of their own pronunciation errors after speech productionLearners’ explicit awareness of their own pronunciation errors after speech production Conclusion 7 Evidence- informed perspectives Focus on global not local intelligibility Chunking may increase intelligibility levelsIntelligibility is a two- way street Assess each learner individually A narrow focus on tones misses the point ‘Perfect’ accents and tones do not have to be put on a pedestal Raise learners’ awareness levels of their own pronunciation errors Learning Chinese might not be so ‘different’ after all Explicit and implicit knowledge in instructed second language acquisition Conclusion 8 ConclusionWhat did I find out?So what? Next steps Teachers as researchers? Implications for school leaders and policymakers A final thoughtReferences Appendix A: Speaking tasks used to elicit L2 Chinese speech samplesTask 1 Read aloud the following 10 words Task 2 Read aloud the following 10 sentences Task 3 Role- play activity Appendix B: Classification of pronunciation errors at the monosyllabic levelAppendix C: Coding framework used to analyse the perceived causes of accentednessAppendix D: Coding framework to analyse the perceived causes of lower levels of comprehensibilityAppendix E: Coding framework used to analyse learners’ responses to their own intelligibility breakdowns Code 1: No recognition of breakdown(s) Code 2: No explanation of breakdown(s) Code 3: Inaccurate explanation Code 4: Unsuccessful self- repair Code 5: Successful self- repair Code 6: Partial explanationCode 7: Full explanationAcknowledgements Index

Robert Neal, Manchester Swire Chinese Language Centre Coordinator, The Manchester Grammar School

• Table of ContentsList of figuresList of tables1 IntroductionOverview of the book2 From ‘nativeness’ to intelligibility Intelligibility, comprehensibility and accentedness Mandarin Chinese as a lingua franca Second language acquisition perspectives on L2 pronunciation Intelligibility- oriented research CSL pronunciation research The tonal system of Mandarin Chinese Why are tones difficult for L1 English learners?CSL tonal perception and training studies CSL intelligibility studies Presentation of research questions 3 Challenges of ‘real world’ pronunciation researchTeachers as second language acquisition researchers Epistemological assumptions Conceptual frameworks Case study research Background contextualisation Sampling strategies Ethical considerations Data collection instruments Speaking tasksDictation exercises Accentedness and comprehensibility ratings Semi- structured interviews with raters Stimulated recall interviewsProcedure Data analysis Identification and description of intelligibility breakdowns Raters’ explanations of their ratings and transcriptionsLearners’ explanations of any perceived pronunciation errors Conclusion 4 Tones and intelligibility The ten monosyllabic words featured in this chapter Overall intelligibility levelsIndividual intelligibility levels Interrater reliability Categorising intelligibility breakdowns ‘Wŏ’ (I/ me) ‘Nĭ’ (you) ‘Hē’ (to drink) ‘Dà’ (big) ‘Chá’ (tea) ‘Suì’ (age/ years old) ‘Rò’ (meat) ‘Shí’ (10) ‘Xué’ (to study) ‘Chī’ (to eat) Conclusion 5 Accentedness and comprehensibility Coding frameworks Learner 1 Learner 2 Learner 3 Learner 4 Learner 5 Learner 6 Learner 7 Learner 8 Learner 9Learner 10 Conclusion6 AwarenessLearners’ awareness of their own pronunciation errors during speech production Learners’ implicit awareness of their own pronunciation errors after speech productionLearners’ explicit awareness of their own pronunciation errors after speech production Conclusion 7 Evidence- informed perspectives Focus on global not local intelligibility Chunking may increase intelligibility levelsIntelligibility is a two- way street Assess each learner individually A narrow focus on tones misses the point ‘Perfect’ accents and tones do not have to be put on a pedestal Raise learners’ awareness levels of their own pronunciation errors Learning Chinese might not be so ‘different’ after all Explicit and implicit knowledge in instructed second language acquisition Conclusion 8 ConclusionWhat did I find out?So what? Next steps Teachers as researchers? Implications for school leaders and policymakers A final thoughtReferences Appendix A: Speaking tasks used to elicit L2 Chinese speech samplesTask 1 Read aloud the following 10 words Task 2 Read aloud the following 10 sentences Task 3 Role- play activity Appendix B: Classification of pronunciation errors at the monosyllabic levelAppendix C: Coding framework used to analyse the perceived causes of accentednessAppendix D: Coding framework to analyse the perceived causes of lower levels of comprehensibilityAppendix E: Coding framework used to analyse learners’ responses to their own intelligibility breakdowns Code 1: No recognition of breakdown(s) Code 2: No explanation of breakdown(s) Code 3: Inaccurate explanation Code 4: Unsuccessful self- repair Code 5: Successful self- repair Code 6: Partial explanationCode 7: Full explanationAcknowledgements Index