L3 perception: a longitudinal study of metaphonological awareness in cantonese multilinguals learning mandarin

This study investigates the Mandarin language acquisition process among Cantonese multilingual learners, focusing on L3 Mandarin learners from Hong Kong. The primary aim is to explore changes in metaphonological awareness (MPhA) after 12 months of Mandarin learning. The study also includes L2 Mandarin learners from Guangdong Province for comparison. Both groups shared English and Mandarin as additional languages but acquired them in reversed order. Their Mandarin learning environment was also diverse (instruction vs. immersion). Participants completed Mandarin wordlist readings and MPhA protocols, with assessments conducted twice over the year. Retrospective and introspective protocols captured error patterns and strategic reflections. MPhA complexity was categorised into three levels. Hong Kong learners reported using L1 Cantonese and L2 English to support L3 Mandarin, while Guangdong learners relied primarily on L1 Cantonese. After one year, both groups showed improved pronunciation accuracy and increased high-level awareness, with Hong Kong learners demonstrating a notable shift from basic to complex MPhA reflections. Progressive and regressive CLI patterns were observed, including L1 Cantonese being influenced by Mandarin. Learners also adapted their pronunciation learning strategies, increasingly employing metacognitive and social approaches. This study enhances the theoretical understanding of third language pronunciation development and offers pedagogical insights for multilingual education.