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  • 1.
    Frid, Johan
    et al.
    Lund University.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Lundmark, Malin Svensson
    Lund University.
    Schötz, Susanne
    Lund University.
    Pitch-to-segment Alignment in South Swedish and Mandarin Chinese: A Cross-language Comparison2018Conference paper (Refereed)
  • 2.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    A gestural coordination model of tone, consonant and vowel alignment in Mandarin Chinese2010Conference paper (Refereed)
  • 3.
    Gao, Man
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Analysis of Tone Errors Produced by Swedish Learners and Pedagogical Implications2022In: Teaching Chinese as an International Language in the Time of COVID: Opportunities, Innovations and Development: Applied Chinese Language Studies XI / [ed] Shejiao Xu, London: Sinolingua , 2022, p. 35-50Chapter in book (Refereed)
    Abstract [en]

    This paper addresses issues that concern both learning Chinese as a foreign languageand the didactics of teaching Chinese as a foreign language. It reports an experimental study thataims to establish the basic facts regarding the production of Mandarin tones by Swedish learners.10 Swedish learners who have studied Chinese for 3 to 4 terms were recruited to read monosyllabicChinese words and their pronunciation was subjected to both statistical and acoustic analyses, in orderto examine the students’ pronunciation (especially tones) and assess the levels of difficulty posed bythe four lexical tones respectively. It was found that Tone 3 is most challenging to Swedish learners,and Tone 1 is easiest for them to pronounce correctly. Moreover, Swedish speakers were most likelyto mispronounce Tone 1, Tone 3, and Tone 4 as Tone 2, and mispronounce Tone 2 as Tone 1. Threetone-error types were identified through acoustic analysis, and their distribution pattern lends furthersupport to the claim that level tone is easier to learn than contour tones. Based on these findings,pedagogical implications are addressed and recommendations for Chinese language teachers areformulated.

  • 4.
    Gao, Man
    Dalarna University, School of Language, Literatures and Learning, Chinese. Dalarna University, School of Language, Literatures and Learning, Chinese.
    Comparison of Pitch Variation and Pitch Range in L1 and L2 Mandarin Chinese2021In: Proc. 1st International Conference on Tone and Intonation (TAI), Denmark, 2021, p. 56-60Conference paper (Refereed)
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  • 5.
    Gao, Man
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Cross-Language Perception of Lexical Tones by Nordic Learners of Mandarin Chinese2024In: Languages, ISSN 2226-471X, Vol. 9, no 2, article id 65Article in journal (Refereed)
    Abstract [en]

    While existing cross-language studies on the perception of non-native tones primarily focus on naïve listeners, this study addresses an obvious gap by investigating learners from diverse language backgrounds. Specifically, it investigates Mandarin tone perception in two groups of learners from Nordic languages, Swedish (a pitch-accent language), and Danish (a non-tonal language), as well as in a group of native Chinese speakers. Analysis of their performance in tone identification task revealed a slight advantage for Swedish learners, implying the influence of their pitch accent background in learning Mandarin tones. However, both Swedish and Danish learners who excelled in the tone identification task exhibited similar perception of within-category tonal variations but differed from native Chinese speakers. Additionally, the study found that the presence of length contrast, a prosodic feature in the learners’ native languages, significantly influences their perception of Mandarin tones.

    Download full text (pdf)
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  • 6.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Digital Technology and Chinese as a Foreign Language: Tools for teachers and learners2016Conference paper (Other academic)
    Abstract [en]

    Technology is playing an increasingly important role in language education, and today most teachers of Chinese as a Foreign Language (CFL) probably embrace at least a few digital tools to enhance their work. In this workshop, an overview will first be presented of a range of digital tools currently used in CFL teaching and learning, such as Adobe Connect, Adobe Presenter, online language learning sites and apps on smart phones. The workshop then proceeds to a structured discussion on these tools; common practices, further possibilities, and potential problems will be considered, drawing partly on the participants’ own experiences.

  • 7.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Mandarin Chinese Pronunciation by Swedish Learners: Pedagogical Implications2018Conference paper (Refereed)
  • 8.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Mandarin (Chinese) tones: Challenges and prospects for Swedish learners2017In: Understanding English in Use in Language Education and Language Studies / [ed] Maria Luz C. Vilches and Ken Lau, Taiwan: Wenzao Ursuline University of Languages , 2017, p. 75-90Chapter in book (Refereed)
  • 9.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Perception and Production of Chinese Tones by Swedish Learners: Asymmetric pattern and its implication to teaching Chinese as a foreign language2017Conference paper (Other academic)
  • 10.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Perception of Lexical Tones by Swedish Learners of Mandarin2016In: Proceedings of the joint workshop on NLP for Computer Assisted Language Learning and NLP for Language Acquisition at SLTC, Linköping: Linköping University Electronic Press , 2016, Vol. 130, p. 33-40p. 33-40Conference paper (Refereed)
    Abstract [en]

    Models of cross-language perception suggest that listeners’ native language plays a significant role in perceiving another language, and propose that listeners assimilate non-native speech sounds to similar sounds in their native language. In this study, the effect of native language on the perception of Mandarin tones by Swedish learners is examined. Swedish learners participated in an identification task, and their performance was analyzed in terms of accuracy percentages and error patterns. The ranking of difficulty level among the four lexical tones by Swedish listeners differs from that found among English native listeners in previous studies. The error patterns also reveal that Swedish listeners confuse Tone 1 and 2, Tone 3 and 4, and Tone 2 and 4, the first two pairs rarely being confused by English listeners. These findings may be explained with the assimilation account: Swedish learners assimilate Tone 3 and 4 to Swedish pitch accents, thus they exhibit a unique pattern when perceiving the tones in Mandarin.

  • 11.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Perception of Tone 1-Tone 2 Contrast by Swedish Learners of Mandarin Chinese2019In: Proceedings from FONETIK 2019 / [ed] Mattias Heldner, Stockholm, 2019, Vol. XXVII, p. 7-12Conference paper (Other academic)
    Abstract [en]

    Little research has been carried out on the perception of tones by Swedish listeners previously. This study examined the perception of Mandarin tones by Swedish learners, with the focus on Tone 1-Tone 2 contrast. In addition to the four-alternative identification task, a two-way identification task with Tone 1-Tone 2 continua of stimuli with incrementally varied pitch contour was also carried out. The results show that Tone 1 and Tone 2 are more challenging for Swedish learners to identify correctly than the other two tones. Among Swedes who can identify Tone 1 and Tone 2 with a high accuracy score, native speakers of Swedish perceived the fine tonal variations differently from native Chinese speakers. The syllable duration is found to affect the perception of tone contrast, especially for Swedish learners. Possible auditory enhancement accounts for the effect of the duration are offered to explain the Swedish learners’ performance.

  • 12.
    Gao, Man
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Speaking fundamental frequency of Swedish and Mandarin Chinese2022Conference paper (Refereed)
  • 13.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Teaching and Learning Chinese as a Foreign Language in Sweden2017Conference paper (Other academic)
  • 14.
    Gao, Man
    et al.
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Lundmark, Malin Svensson
    Lund University.
    Schötz, Susanne
    Lund University.
    Frid, Johan
    Lund University.
    A Cross-Language Study of Tonal Alignment in Scania Swedish and Mandarin Chinese2018Conference paper (Refereed)
  • 15.
    Gao, Man
    et al.
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Svensson Lundmark, Malin
    Lund University.
    Consonant-vowel coarticulation patterns in swedish and mandarin2023In: / [ed] Radek Skarnitzl, Jan Volín, Prague, 2023, p. 2199-2203Conference paper (Refereed)
    Abstract [en]

    This paper reports a cross linguistic study thatcompares the coarticulation patterns betweenconsonant and vowel (CV) in Mandarin Chinese andSouthern Swedish. Kinematic data were collectedusing the Electromagnetic Articulography (EMA) forboth languages and were subjected to three types ofCV time lag measurement, based on more or lessequivalent landmarks on lips and tongue, andpartially adopted in previous studies [1, 2, 3]. Wefound rather consistent CV coordination patterns inthese two typologically different languages with boththe velocity-based and the acceleration-basedmeasurements on the lips and the tongue body. Themost striking result to emerge from the data is thesame effect of gender on the variation of CVcoarticulation in both languages, which has not beenreported previously. In addition, only when genderwas added as a factor, did we find the languagedifferences on the CV time lags.

    Download full text (pdf)
    fulltext
  • 16.
    Gao, Man
    et al.
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Wang, Xuan
    Cardiff University.
    The practice of translanguaging in a virtual Chinese classroom: A Nordic case study2023Conference paper (Refereed)
    Abstract [en]

    There has been increasing research effort and specialization in the topic of translanguaging (Canagarajah, 2011; Li, 2018). The term translanguaging has been researched over a wide range of disciplines in humanities and social sciences. In the field of bilingual education, this term is considered as an ideology, a theory, and a pedagogical stance (Mazak and Carroll, 2016).  Nevertheless, very little work is done on examining the role of translanguaging and the practices in a digitally mediated learning environment. This study aims to obtain ethnographic data from remote intermediate-level Chinese foreign language lessons in a multilingual classroom in a Swedish university. Initial observations from analysis of classroom data collected from two groups show that translanguaging is a prevalent phenomenon in virtual classroom, and the teacher initiated translanguaging more often than students. The teachers’ translanguaging practices can be categorized into at least five categories, such as providing managerial information, providing explanations, repeating important content, providing assistance to individual student, and facilitating students’ performance, but the students’ practices are limited to fewer. Additionally, the study finds that the teacher’s practices are mainly motivated by two pedagogic considerations to increase classroom efficiency and enhance students’ motivation in the virtual classroom. These findings are particularly relevant for language classroom translanguaging research in an era of increased mobility and would contribute to improve pedagogy in Chinese as a foreign language classroom.

  • 17.
    Gao, Man
    et al.
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Yang, Tao
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Digital competence in practice: An investigation of Chinese teachers at Swedish secondary schools2019Conference paper (Refereed)
  • 18.
    Gao, Man
    et al.
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Yang, Tao
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Wang, Xuan
    Cardiff University.
    Translanguaging in the virtual Chinese classroom: students’ practices and attitudes2023Conference paper (Refereed)
  • 19.
    Gao, Man
    et al.
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Zhang, Chun
    Aarhus University.
    Phonological Influence of L1 on the Perception of Mandarin Tones2021Conference paper (Refereed)
  • 20.
    Gao, Man
    et al.
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Zhang, Chun
    Aarhus University.
    Teaching Mandarin Tones to University Students in Nordic Countries - Analysis of error patterns in a perception study by Danish, Finnish and Swedish students2018Conference paper (Refereed)
  • 21.
    White, Jonathan
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Yang, Tao
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Attitudes to Digitalisation among Language Teachers2020Conference paper (Other academic)
  • 22.
    White, Jonathan
    et al.
    Dalarna University, School of Language, Literatures and Learning, English.
    Yang, Tao
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Gao, Man
    Dalarna University, School of Language, Literatures and Learning, Chinese.
    Santos Muñoz, Arantxa
    Dalarna University, School of Language, Literatures and Learning, Spanish.
    Digital Competence and Teaching Practices of Language Teachers in Sweden in a COVID-19 World2023In: Second Language Teacher Professional Development: Technological Innovations for Post-Emergency Teacher Education / [ed] Karim Sadeghi and Michael Thomas, Springer Nature, 2023, p. 125-146Chapter in book (Refereed)
  • 23.
    Yang, Tao
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Studying Chinese Characters in a Web-Based Learning Environment: A Case Study of Swedish University Students2020In: Chinese Language Teaching Methodology and Technology, ISSN 2572-1739, Vol. 3, no 2, p. 1-16, article id 2Article in journal (Refereed)
  • 24.
    Yang, Tao
    et al.
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Gao, Man
    Dalarna University, School of Humanities and Media Studies, Chinese.
    Teaching and learning Chinese in the virtual classroom: effective strategies and digital tools for teaching Chinese characters2019Conference paper (Refereed)
1 - 24 of 24
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