Characteristics of Effective Auditory Training: Implications From Two Training Programs That Successfully Trained Nonnative Cantonese Tone Identification in Monolingual Mandarin and Bilingual Mandarin–Taiwanese Tone Speakers

Abstract

Purpose Auditory training is important in pedagogical and clinical settings. In search of a more effective perceptual program for training new suprasegmental categories, this study examined the effect of two auditory programs that incorporated five elements that have previously been identified to be effective for training nonnative segmental and suprasegmental speech sounds on the identification of a complex foreign lexical tone system (Cantonese) that contrasts both pitch shapes and pitch heights. To investigate the training outcomes in learners with different tonal systems, monolingual Mandarin-speaking learners who have a smaller native tonal system that contrasts pitch shapes only and bilingual Mandarin-Taiwanese–speaking learners who have a larger native tonal system that contrasts both pitch shapes and pitch heights were recruited for training. Method Thirty Mandarin-speaking monolinguals and 33 Mandarin-Taiwanese–speaking bilinguals in Taiwan were randomly assigned to two training programs, one with different tones and the other with the same tone preceding the target words in the same training block, and received six 90-min training sessions within 2 weeks. They took a Cantonese Tone Identification Test before training and after each training session. Twenty Cantonese native speakers in Hong Kong served as the reference group and took the same Cantonese Tone Identification Test. Results The two training programs were equally effective. Before training, the monolinguals performed poorer than the bilinguals. After training, the monolinguals and bilinguals in both training programs identified the six Cantonese tones in new words, new utterances, and novel speakers with comparable results, and their overall accuracy did not differ from that of the Cantonese native speakers. Conclusions Though learners with a larger and more complex native tonal system have initial advantage in learning nonnative tones, the intensive high-variability full-set training programs that provide explicit phonetic instruction and contrastive feedback of nonnative tones effectively promote nonnative tone acquisition in learners of different tone languages. The findings revealed factors affecting nonnative tone acquisition in tone speakers. The design of the two programs can be adopted in future programs for effective auditory training of segmental and suprasegmental speech sounds.