Chinese Accented Speech Linguistics Pronouns Interface Hypothesis
Abstract:
Features of language that function at the syntax-discourse interface, such as null pronouns in Mandarin Chinese, pose major learning difficulties for second language (L2) speakers. The interpretation of ambiguous or otherwise ungrammatical speech, such as those that may result from learning difficulties at the syntax-discourse interface, differs depending on the identity of the attributed speaker. The present study investigates the impact of pronoun usage, in combination with speaker identity, on comprehensibility. In a self-paced reading study, native speakers (L1) of Chinese read sentences incorporating pronouns in grammatical and infelicitous conditions attributed to either L1 or L2 speakers. Significant reading time differences between L1 and L2-attributed sentences provide additional evidence of comprehension differences based on speaker identity independent of processing difficulties associated with spoken accent. We consider the implications of these findings in the larger accounts of accented speech processing. Null reading time differences between pronoun usage and context animacy otherwise suggest that infelicitous pronoun production does not impede comprehensibility, providing insight into learning objectives for advanced Chinese learners and educators.
