Have a personal or library account? Click to login
Investigating Phonological Development in L2 and L3 Among Mandarin Speakers in Hong Kong: A Case Study Cover

Investigating Phonological Development in L2 and L3 Among Mandarin Speakers in Hong Kong: A Case Study

By: Jing Xuan Tian  
Open Access
|Jun 2025

References

  1. Abdul-Zahra, S. (2010). Code-Switching in language: An applied study. Journal of College of Education for Women, 21(1), 283–296.
  2. Bardel, C., & Falk, Y. (2007). The role of the second language in third language acquisition: The case of Germanic syntax. Second Language Research, 23(4), 459–484. https://doi.org/10.1177/0267658307080557
  3. Björkman, B. (2014). An analysis of polyadic English as a lingua franca (ELF) speech: A communicative strategies framework. Journal of Pragmatics, 66, 122–138. https://doi.org/10.1016/j.pragma.2014.03.001
  4. Boersma, P., & Weeknink, D. (2023). Praat: Doing phonetics by computer (version 6.3.1) [Computer program]. http://www.praat.org/
  5. Cabrelli Amaro, J., & Wrembel, M. (2016). Investigating the acquisition of phonology in a third language — A state of the science and an outlook for the future. International Journal of Multilingualism, 13(4), 395–409. https://doi.org/10.1080/14790718.2016.1217601
  6. Cal, Z., & Sypiańska, J. (2020). The interaction of L2 and L3 levels of proficiency in third language acquisition. Poznan Studies in Contemporary Linguistics, 56(4), 577–603. https://doi.org/10.1515/psicl-2020-0019
  7. Chen, H. C. (2016). In-Service Teachers’ Intelligibility and Pronunciation Adjustment Strategies in English Language Classrooms. English Language Teaching (Toronto), 9(4), 30. https://doi.org/10.5539/elt.v9n4p30
  8. Chen, H. C., & Han, Q. W. (2019). L3 phonology: contributions of L1 and L2 to L3 pronunciation learning by Hong Kong speakers. International Journal of Multilingualism, 16(4), 492–512. https://doi.org/10.1080/14790718.2019.1573901
  9. Chen, H. C., & Tian, J. X. (2024). The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition. International Journal of Multilingualism, 21(1), 1–17. https://doi.org/10.1080/14790718.2021.1993231
  10. Chen, Y., Robb, M., Gilbert, H., & Lerman, J. (2001). Vowel production by Mandarin speakers of English. Clinical Linguistics and Phonetics, 15(6), 427–440. https://doi.org/10.1080/07908310008666590
  11. Coupland, N., & Giles, H. (1988). Introduction: The communicative contexts of accommodation. Language & Communication, 8(3–4), 175–182. https://doi.org/10.1016/0271-5309(88)90015-8
  12. Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-enhancement model for language acquisition: Comparing adults’ and children’s patterns of development in first, second and third language acquisition of relative clauses. International Journal of Multilingualism, 1(1), 3–16.
  13. Liang, E. (2014). Pronunciation of English consonants, vowels and diphthongs of Mandarin-Chinese speakers. Studies in Literature and Language, 8(1), 62.
  14. Lim, S. M. (2023). ELF teacher talk: Examining speech modification in Japanese classrooms. Asian Englishes, 25(3), 468–484. https://doi.org/10.1080/13488678.2022.2080425
  15. Ng, T. D., & Chen, H. C. (2016). Phonological changes in Cantonese-English code-mixing for ESL learners in Hong Kong and their attitudes toward code-mixing. Journal of Asia TEFL, 13(3), 162–185. https://doi.org/10.18823/asiatefl.2016.13.3.1.162
  16. Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: Language and Cognition, 18(2), 179–190. https://doi.org/10.1017/S136672891300059X.
  17. Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21(4), 369–385. https://doi.org/10.1080/09658416.2011.643891
  18. So, C. K., & Attina, V. (2014). Cross-language perception of Cantonese vowels spoken by native and non-native speakers. Journal of Psycholinguistic Research, 43, 611–630. https://doi.org/10.1007/s10936-013-9270-6
  19. Syrdal, A. K., & Gopal, H. S. (1986). A perceptual model of vowel recognition based on the auditory representation of American English vowels. The Journal of the Acoustical Society of America, 79(4), 1086–1100. https://doi.org/10.1121/1.393381
  20. Wang, L., & Kirkpatrick, A. (2015). Trilingual education in Hong Kong primary schools: An overview. Multilingual Education, 5(3), 1–26. https://doi.org/10.1186/s13616-015-0023-8
  21. Yule, G. (2010). The study of language (4th ed.). Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511757754
  22. Zwicker, E., & Terhardt, E. (1980). Analytical expressions for critical‐band rate and critical bandwidth as a function of frequency. The Journal of the Acoustical Society of America, 68(5), 1523–1525. https://doi.org/10.1121/1.385079
DOI: https://doi.org/10.2478/sm-2025-0008 | Journal eISSN: 2335-2027 | Journal ISSN: 2335-2019
Language: English
Page range: 212 - 232
Published on: Jun 5, 2025
Published by: Vytautas Magnus University, Institute of Foreign Language
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2025 Jing Xuan Tian, published by Vytautas Magnus University, Institute of Foreign Language
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 License.