(Ohala. 1989. Sound change is drawn from a pool of synchronic variation. In Leiv Egil Breivik & Ernst Håkon Jahr (eds.), Language change: Contributions to the study of its causes [Series: Trends in Linguistics, Studies and Monographs No. 43], 173–198. Berlin: Mouton de Gruyter); (Ohala. 1993a. Sound change as nature’s speech perception experiment. Speech Communication 13. 155–161) and (Ohala. 1993b. The phonetics of sound change. In Charles Jones (ed.), Historical linguistics: Problems and perspectives, 237–278. London: Longman) claimed that the source of sound change may lie in misperceptions which can be replicated in the laboratory. We tested this claim for a historical change of /t/ to /k/ in the coda in the Southern Min dialect of Chaoshan. We conducted a forced-choice segment identification task with CVC syllables in which the final C varied across the segments [p t k ʔ] in addition to a number of further variables, including the V, which ranged across [i u a]. The results from three groups of participants whose native languages have the coda systems /p t k ʔ/ (Zhangquan), /p k ʔ/ (Chaoshan) and /p t k/ (Dutch) indicate that [t] is the least stably perceived segment overall. It is particularly disfavoured when it follows [a], where there is a bias towards [k]. We argue that this finding supports a perceptual account of the historically documented scenario whereby a change from /at/ to /ak/ preceded and triggered a more general merger of /t/ with /k/ in the coda of Chaoshan. While we grant that perceptual sound changes are not the only or even the most common type of sound change, the fact that the perception results are essentially the same across the three language groups lends credibility to Ohala’s perceptually motivated sound changes.

This study considers the performance of tone pronunciation and morpheme intelligibility by L2 Polish Mandarin learners. A mixed-effects ordinal regression model and Tukey’s HSD multiple test were used to examine the start-point, end-point, of syllables as a means of assessing their intelligibility by L2 Polish learners regarding the tones with the sequence T0, T1, T2, T4 > T3.and T0, T1> T2, T4 > T3, respectively. Students’ tone pronunciation at different stages of learning was compared, i.e. first at less than A1 level of proficiency and then after achieving an A2 level of proficiency according to the Common European Framework of Reference for Languages (CEFR), with the interval of a 22-week intensive Chinese class. The results suggest that in the case of the steady pitch produced for T0 and T1, L2 Polish learners found it easy to control the vibration speed of the vocal folds over two stages. Additionally, progress in successfully producing T4 was exhibited with improving control over the individual tonal register span, implying that competent tonal production develops with time. It remains unclear whether the reason why the low-range T3 is acquired last is down to the habitually high pitched range of spoken Polish, or a more universally observable phenomenon where T3 is liable to be confused with other tones in production.

This study utilizes the danmaku on the Bilibili platform as the research subject to examine how their characteristics vary according to the nature or focus of English teaching videos. By employing social network analysis, the study reveals distinctive features in danmaku. For videos categorized under linguistic knowledge (phonetics, vocabulary, and grammar), the danmaku comments predominantly center around topics such as phonetics, vocabulary, and grammar. Conversely, in videos categorized under language skills (listening, speaking, reading and writing), the danmaku comments primarily reflect a vocabulary review for three of the four skills, with only the listening skill showing slight deviations. This underscores the centrality of vocabulary in skill-oriented videos. The findings highlight the unique role of danmaku in distinguishing between knowledge and skills within the context of English teaching videos.

Ten 3- to 5-year old children (5M, 5F) who were diagnosed as children with articulatory phonological disorders (CWAPD) and attending a therapy program were recruited to participate in a ‘repeat-after-her’ experiment. They were asked to produce a total of 85 real Mandarin words, including 28 monophthongs, 41 diphthongs, and 16 triphthongs. The results indicated that CWAPD have no problem producing monophthongs. However, attempts to articulate diphthongs and triphthongs induced more errors. CWAPD showed more errors when producing words with 1st sonorant diphthongs than words with 2nd sonorant diphthongs—this is because the least sonorant segment in the last position is prone to distortion. Similar phenomena were found in other triphthongs, except with /iai/ and /iou/, which did not see deviant pronunciation. Comparing our study to the information provided by two therapists showed that the participating CWAPD encountered difficulties in producing multi-vowel syllables, where the position and sonorant matters. In addition, our results also reveal a similar vowel acquisition order among CWAPD as among normal children.