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1 Mandarin Chinese is a tone language with four lexi-cal tones for meaning distinction.So even for the same syl-lable,when the tone has changed,its meaning changes,e.g.m(?)(mother), m(?)(hemp)m(?)(horse),m(?)(curse).Com-paring with the tones,stress seems to be of less importance.Yet,does stress in Mandarin exert no influence on the Chi-nese students’learning of English?And is there really noapparent phonological translation of Mandarin stress pat-terns in the English language learning?The answer is obvi-ously not.But before we start our experimental studies ofthis issue,it is necessary to have a brief view of the Man-darin word stress potterns.According to the traditional views,it is generally agreedthat Mandarin word stress patterns fall mainly intofour basic types—2 1,1 0,2 3 1,and 2 3 3 1 standing fordisyllabic,trisyllabic,and quadrisyllabic words respectively(the numbers 1,2,3,0 correspond to primary,secondary,tertiary and weak stresses)(cf.Chao(1968),Xu(1980),
1 Mandarin Chinese is a tone language with four lexi-cal tones for meaning distinction.So even for the same syl-lable, when the tone has changed,its meaning changes,egm(?)(mother), m(?)(hemp )m(?)(horse),m(?)(curse).Com-paring with the tones,stress seems to be of less importance.Yet,does stress in Mandarin exert no influence on the Chi-nese students’learning of English?And is there really really noapparent phonological translation of Mandarin stress pat-terns in the English language learning?The answer is obvi-ously not.But before we start our experimental studies ofthis issue,it is necessary to have a brief view of the Man -darin word stress potterns.According to the traditional views, it is generally specifiedthat Mandarin word stress patterns fall primarily into four basic types—2 1,1 0,2 3 1,and 2 3 3 1 standing fordisyllabic,trisyllabic,and quadrisyllabic words. (the numbers 1,2,3,0 correspond to primary, secondary, tertiary and weak stresses) (cf. Chao (1968), Xu (1980),