Qianwen Han
Biographic Data
| ID | 6521540 |
|---|---|
| NAME | Qianwen Han |
| GIVEN NAMES | Qianwen |
| FAMILY NAME | Han |
| SIGNATURE | HAN Q |
| AFFILIATIONS | City University of Hong Kong |
| ORCID | 0000-0001-9144-9724 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The Effects of Rule‐Based and Acoustic‐Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy
Acquisition of English word stress by second language (L2) learners is challenging because of the unpredictability of stress patterns and affixes, and teaching English word stress is complex. Therefore, this paper aims to investigate the effectiveness of rule‐based and acoustic‐perceptual instruction approaches on Chinese English as a second language (ESL) learners’ production and perception of English primary word stress placement. Ninety partic…
The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners
According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the bil…
L3 phonology
The study aimed to investigate the influence of 24 Hong Kong learners’ first and second languages (L1 and L2 – Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview we…
L3 phonology
The study aimed to investigate the influence of 24 Hong Kong learners’ first and second languages (L1 and L2 – Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview we…
The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners
According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the bil…
L3 phonology
The study aimed to investigate the influence of 24 Hong Kong learners’ first and second languages (L1 and L2 – Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview we…
The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners
According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the bil…
The Effects of Rule‐Based and Acoustic‐Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy
Acquisition of English word stress by second language (L2) learners is challenging because of the unpredictability of stress patterns and affixes, and teaching English word stress is complex. Therefore, this paper aims to investigate the effectiveness of rule‐based and acoustic‐perceptual instruction approaches on Chinese English as a second language (ESL) learners’ production and perception of English primary word stress placement. Ninety partic…
EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Phonetics and Phonology Research (3 works) · Psychology (3 works) · First language (2 works) · Mandarin Chinese (2 works) · Perception (2 works) · Pronunciation (2 works) · Second language (2 works) · Second Language Acquisition and Learning (2 works)