Based on first-hand materials obtained from field investigations in Malaysia, the results show that: firstly, there are 17 initials in the Leizhou dialect of Malaysia, including the implosives initial and the [f] init...Based on first-hand materials obtained from field investigations in Malaysia, the results show that: firstly, there are 17 initials in the Leizhou dialect of Malaysia, including the implosives initial and the [f] initial. The pronunciation of Leizhou dialect in China is already rare, some of which are retained in the Leizhou dialect of Malaysia. Its initial consonant is borrowed from local Hua Yu or other Chinese dialects. Secondly, the Leizhou dialect of Malaysia has 46 finals. The pronunciation and timbre of some of its vowels are similar to the Yue dialect of Malaysia [ɐ] main vowel. Thirdly, there are 8 monosyllabic tones in the Leizhou dialect of Malaysia. The pronunciation and tone of some of its characters are similar to the Xia Yin entering tone of Yue dialect of Malaysia.展开更多
Last decade witnesses the rethinking of traditional English teaching models for non-native speakers.The proposed new model—English as Lingua Franca(ELF)sheds light on what the non-native English learners really need ...Last decade witnesses the rethinking of traditional English teaching models for non-native speakers.The proposed new model—English as Lingua Franca(ELF)sheds light on what the non-native English learners really need to learn in the global setting,instead of constant following of the standard RP/GA norm.Though of much significance among the English users in the Expanding Circle,the new model faces no less challenges,especially in its phonological proposal—LFC.A discussion of these challenges is important to English language educators,for the implementation of ELF model relies on the solution of these potential problems.展开更多
Pronunciation often gets ignored over grammar and vocabulary in EFL programs.However,words stressed incorrectly or with inappropriate pitch or intonation will impede the learner in getting the intended message across....Pronunciation often gets ignored over grammar and vocabulary in EFL programs.However,words stressed incorrectly or with inappropriate pitch or intonation will impede the learner in getting the intended message across.Phonology,then,should be an integral part of any EFL lesson.This paper examines the current situation of English pronunciation of Chinese students and aiming to present a procedural approach for incorporating phonological elements into an EFL syllabus.展开更多
Phonology as a subject has gone through a history of almost a century. During these years, linguists have tried many ways to interpret phonology in various aspects, which makes different various ways from the traditio...Phonology as a subject has gone through a history of almost a century. During these years, linguists have tried many ways to interpret phonology in various aspects, which makes different various ways from the traditional schools. This paper will put emphasis on the major differences between them, hoping to give an innovation to the aim of research.展开更多
The purpose of the present study was to examine the differences between perceptions of non-native phonotactic rules and constraints by monolingual English-speaking undergraduate students in a program of communication ...The purpose of the present study was to examine the differences between perceptions of non-native phonotactic rules and constraints by monolingual English-speaking undergraduate students in a program of communication disorders who had taken and passed a course in the study of phonology and by undergraduate students in communication disorders who had not yet taken a course in phonology. Participants listened to audio recordings of words from Hindi, Hmong, Kurdish, Russian, and Swedish recorded by speakers fluent in those languages. Each of the words contained at least one phonotactic constraint that is not permitted in American English phonology. Participants were instructed to write exactly what they heard after each word in the recordings, and their perceptions of the illegal constraints were scored as correct or incorrect. No significant difference was found between the students who had taken a phonology course and the students who had not. The most common misperception made was the omission of one phoneme when two were illegally combined. The results of this study, though not consistent with anticipated results, have many implications for issues concerning the linguistic diversity of the United States, among other issues related to language.展开更多
This paper uses the test books and learning situations of middle school beginners as an example, presents three main problems with phonology for Chinese Mandarin speakers: sound level, word level and connected speech ...This paper uses the test books and learning situations of middle school beginners as an example, presents three main problems with phonology for Chinese Mandarin speakers: sound level, word level and connected speech level. It also gives solutions with supportive evidences to overcome these problems for beginners.展开更多
With the advancement of modern linguistics, an increasing number of linguists commence on engaging in the comparativestudy between English and Chinese on the basis of phonology. As a result, this paper explains what p...With the advancement of modern linguistics, an increasing number of linguists commence on engaging in the comparativestudy between English and Chinese on the basis of phonology. As a result, this paper explains what phonology is, and makes a con-trast between English and Chinese from the phonological components, including syllable,tone and intonation,rhythm,stress and pho-neme, which intends to give English learners a clear and full understanding of differences between English and Chinese and eventu-ally to enlighten them to master English.展开更多
Phonetics is a fundamental branch of linguistics and itself has three different aspects.Articulatory Phonetics—describes how vowels and consonants are produced or'articulated'in various parts of the mouth and...Phonetics is a fundamental branch of linguistics and itself has three different aspects.Articulatory Phonetics—describes how vowels and consonants are produced or'articulated'in various parts of the mouth and throat.Acoustic Phonetics—a study of how speech sounds are transmitted:when sound travels through the air from the speaker’s mouth to the hearer’s ear.展开更多
Phonetics and phonology are two significant areas of English pronunciation.Understanding the concepts of phonetics and phonology is essential for English teachers,which helps them prepare for the class and develop the...Phonetics and phonology are two significant areas of English pronunciation.Understanding the concepts of phonetics and phonology is essential for English teachers,which helps them prepare for the class and develop their own speaking competence.In addition,learning knowledge in these two areas also help students understand the language more efficiently.展开更多
文摘Based on first-hand materials obtained from field investigations in Malaysia, the results show that: firstly, there are 17 initials in the Leizhou dialect of Malaysia, including the implosives initial and the [f] initial. The pronunciation of Leizhou dialect in China is already rare, some of which are retained in the Leizhou dialect of Malaysia. Its initial consonant is borrowed from local Hua Yu or other Chinese dialects. Secondly, the Leizhou dialect of Malaysia has 46 finals. The pronunciation and timbre of some of its vowels are similar to the Yue dialect of Malaysia [ɐ] main vowel. Thirdly, there are 8 monosyllabic tones in the Leizhou dialect of Malaysia. The pronunciation and tone of some of its characters are similar to the Xia Yin entering tone of Yue dialect of Malaysia.
文摘Last decade witnesses the rethinking of traditional English teaching models for non-native speakers.The proposed new model—English as Lingua Franca(ELF)sheds light on what the non-native English learners really need to learn in the global setting,instead of constant following of the standard RP/GA norm.Though of much significance among the English users in the Expanding Circle,the new model faces no less challenges,especially in its phonological proposal—LFC.A discussion of these challenges is important to English language educators,for the implementation of ELF model relies on the solution of these potential problems.
文摘Pronunciation often gets ignored over grammar and vocabulary in EFL programs.However,words stressed incorrectly or with inappropriate pitch or intonation will impede the learner in getting the intended message across.Phonology,then,should be an integral part of any EFL lesson.This paper examines the current situation of English pronunciation of Chinese students and aiming to present a procedural approach for incorporating phonological elements into an EFL syllabus.
文摘Phonology as a subject has gone through a history of almost a century. During these years, linguists have tried many ways to interpret phonology in various aspects, which makes different various ways from the traditional schools. This paper will put emphasis on the major differences between them, hoping to give an innovation to the aim of research.
文摘The purpose of the present study was to examine the differences between perceptions of non-native phonotactic rules and constraints by monolingual English-speaking undergraduate students in a program of communication disorders who had taken and passed a course in the study of phonology and by undergraduate students in communication disorders who had not yet taken a course in phonology. Participants listened to audio recordings of words from Hindi, Hmong, Kurdish, Russian, and Swedish recorded by speakers fluent in those languages. Each of the words contained at least one phonotactic constraint that is not permitted in American English phonology. Participants were instructed to write exactly what they heard after each word in the recordings, and their perceptions of the illegal constraints were scored as correct or incorrect. No significant difference was found between the students who had taken a phonology course and the students who had not. The most common misperception made was the omission of one phoneme when two were illegally combined. The results of this study, though not consistent with anticipated results, have many implications for issues concerning the linguistic diversity of the United States, among other issues related to language.
文摘This paper uses the test books and learning situations of middle school beginners as an example, presents three main problems with phonology for Chinese Mandarin speakers: sound level, word level and connected speech level. It also gives solutions with supportive evidences to overcome these problems for beginners.
文摘With the advancement of modern linguistics, an increasing number of linguists commence on engaging in the comparativestudy between English and Chinese on the basis of phonology. As a result, this paper explains what phonology is, and makes a con-trast between English and Chinese from the phonological components, including syllable,tone and intonation,rhythm,stress and pho-neme, which intends to give English learners a clear and full understanding of differences between English and Chinese and eventu-ally to enlighten them to master English.
文摘Phonetics is a fundamental branch of linguistics and itself has three different aspects.Articulatory Phonetics—describes how vowels and consonants are produced or'articulated'in various parts of the mouth and throat.Acoustic Phonetics—a study of how speech sounds are transmitted:when sound travels through the air from the speaker’s mouth to the hearer’s ear.
文摘Phonetics and phonology are two significant areas of English pronunciation.Understanding the concepts of phonetics and phonology is essential for English teachers,which helps them prepare for the class and develop their own speaking competence.In addition,learning knowledge in these two areas also help students understand the language more efficiently.
