The Impact of Cross-Linguistic Factors on the Russian Phonetics Acquisition by Chinese Students. Exploration of the Dynamic Relationship between Perception and Production of Plosive Consonants

Introduction. In the field of second language acquisition, there has been sufficient research to demonstrate the challenges faced by cross-linguistic phonetic learning, but the dynamic relationship between Chinese learners' perception and production of Russian plosives has not been fully explored. This study aims to investigate the perception and production patterns of Russian plosives among Chinese L2 learners, with a focus on exploring the influence of proficiency level, articulatory position, and contextual factors on acquisition outcomes. 

Methodology and sources. This study conducted a perception and production experiment involving 40 Chinese Russian language learners and 5 native Russian speakers, using Praat speech analysis and R language visualization analysis to measure the voice onset time (VOT) through acoustic measurements. 

Results and discussion. Research has found that there is a three-level difference in perceptual accuracy between labial plosives, alveolar plosives and soft palate plosives, with voiceless plosives being perceived better than voiced plosives; The performance of senior learners in dual tasks is significantly better than that of junior learners, confirming that learning experience has a promoting effect on the acquisition of Russian plosives; The error rate produced in flow of speech is higher than that of isolated words, reflecting the interference effect of semantic processing on plosive production. It is worth noting that the perception and production of voiceless plosives show a significant positive correlation, while voiced plosives exhibit a perception production separation pattern, which challenges the holistic view of traditional phonological processing. 

Conclusion. The above findings expand the “speech learning model” and establish a hierarchical effect based on pronunciation parts in the second language acquisition of plosives. At the same time, they provide empirical evidence for implementing pronunciation part sequence training strategies and contextualized training methods in Russian phonetic teaching.

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