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The 3-2 Tone Swap Error

This post identifies a type of tonal production error which many students of Mandarin Chinese make, not only in the beginner and elementary stages, but often well into the intermediate stage. While neither years of personal observation nor the multiple appearances in the audio data for my master’s thesis experiment constitute definitive evidence, it’s my belief that the phenomenon is real, and examining it can yield useful results for both students and teachers of Mandarin Chinese. I’m dubbing the error the “3-2 Tone Swap.”

The Error

Note that the term “error” is used in the error analysis sense, meaning that it is committed systematically, and is not merely a random mistake (which even native speakers make from time to time).

The error occurs, in two-syllable words, when the tonal pattern is 3-2. Many students will pronounce the 3-2 tone pattern incorrectly as 2-3. Some typical examples:

• 美国 (Correct: Měiguó, 3-2 Tone Swap Error: Méiguǒ)
• 法国 (Correct: Fǎguó, 3-2 Tone Swap Error: Fáguǒ)
• 五十 (Correct: wǔshí, 3-2 Tone Swap Error: wúshǐ)
• 可怜 (Correct: kělián, 3-2 Tone Swap Error: kéliǎn)

Personal History

I remember quite clearly when I discovered myself committing the 3-2 Tone Swap error. I had learned the word 可怜 (kělián) in Hangzhou from a friend. But I noticed that although I had “learned” the word, every time I tried to use it, my friend would correct my pronunciation. “No, it’s ‘kělián,’ not ‘kéliǎn.'” This was extremely frustrating for me, because I thought I had learned the word, and I was pronouncing it wrong even when I knew that the tones were 3-2. At the time I dismissed it as just a “problem word” that I would get eventually.

Around this time I became super-vigilant about my tones. I realized that although I was communicating pretty well, I was still making a lot of tone mistakes. Part of this new awareness came when I realized that native speakers were correcting me all the time using recasts, but I had previously been oblivious to it.

A typical conversation went like this:

Native Chinese speaker: 你是哪个国家的？ [Which country are you from?]

Me: 美国。 [The USA.]

Native Chinese speaker: 哦，美国，是吗？ [Oh, the USA, huh?]

Me: 对。 [Right.]

After having this same exchange about a million times, I had started to assume that it was just a natural conversational pattern in Chinese to have your country repeated back to you for verification. Yeah, it seems a little strange and inefficient, but there are stranger features of the Chinese language.

What I eventually came to realize, however, was that when I gave my answer, 美国, I was routinely mispronouncing it as *”Méiguǒ” (3-2 Tone Swap error), and then the other person was both (1) confirming the information and (2) modeling it for me in his response, which included the correct form “Měiguó” (a classic recast).

When I finally realized this, it sort of blew my mind. I had thought my tones were already pretty good, but I had been pronouncing the name of my own country wrong all this time?? Learning Mandarin Chinese is, if nothing else, an exercise in humility. There was nothing to do but hunker down and try to reform my pronunciation. While I found it easier to focus on high-frequency words like 美国, it quickly became apparent to me that the 3-2 tone swap issue was rampant in my pronunciation.

Research

Although the 3-2 Tone Swap phenomenon cropped up in my own experiment on tonal pairs for my masters thesis, it was not the focus of my own research. If anyone knows of specific research done on this phenomenon, I would love to hear about it.

The data in my own experiment showed some interesting patterns. While errors in 3-2 tonal pairs were clearly more common than in the other two tonal pairs I examined (1-1 and 2-4), there were some inconsistencies. Namely:

1. Errors were notably less frequent for numbers (e.g. 50, “wǔshí”)
2. Errors were less frequent for one’s own country (e.g. “Měiguó”, “Fǎguó”)

While all subjects illustrated the first trend, the second was particularly well demonstarted by an intermediate-level French subject, who routinely pronounced “Fǎguó” [France] correctly, despite the existence of a 3-2 tonal pair, but then also routinely pronounced “Měiguó” [The United States] incorrectly as *”Méiguǒ” (the 3-2 Tone Swap).

What this suggests is that although some tonal pairs seem to take longer to master, the mastery is not categorical. In other words, you don’t suddenly “get” the pronunciation pattern and then just switch over to correct 3-2 pronunciation for all words where it occurs. Acquisition of the 3-2 tonal pair appears to be occur more on a word-by-word basis, making it largely a matter of practice, practice, practice (which also explains the better performance with numbers). This mirrors my own experiences.

Questions

Tonal mastery is a long process for most students, with the 3-2 tone pair appearing to be one of the last patterns to acquire. Why?

I suspect that there is a relationship between the 3-2 Tone Swap error and the 3-3 tone sandhi (in which 3-3 tonal pairs are systematically converted to 2-3). The learners that exhibit the 3-2 Tone Swap error typically do very well with their 3-3 sandhi. Could learners be internalizing but then overextending the 3-3 tone sandhi rule to include not only 3-3 pairs, but also 3-2 pairs? It’s certainly possible.

Again, if anyone knows of any research into the above phenomena, I would appreciate links or more information!