Exploring the differences in phonemes and cross-linguistic influences, particularly by comparing the pronunciation patterns of English and Mandarin, is crucial for language learners. Such comparative studies can help ...Exploring the differences in phonemes and cross-linguistic influences, particularly by comparing the pronunciation patterns of English and Mandarin, is crucial for language learners. Such comparative studies can help learners better understand and overcome the pronunciation difficulties encountered during second language acquisition. English and Mandarin have significant differences in their vowel and consonant systems, tones, intonation, and syllable structures. A deep understanding of these differences allows learners to engage in targeted pronunciation training, reducing accent interference. This research provides guidance for improving language teaching methods, enabling teachers to design more effective pronunciation strategies and exercises based on the students’ native language backgrounds, thus enhancing learning outcomes. Additionally, cross-linguistic studies aid in improving speech recognition and conversion technologies, achieving higher accuracy and naturalness in multilingual speech processing systems. From a cultural exchange perspective, understanding and respecting the phonetic characteristics of different languages help to enhance the effectiveness and mutual understanding in cross-cultural communication. The comparative study of English and Mandarin pronunciation patterns not only provides a theoretical foundation for language education and technological applications but also promotes effective communication in multilingual environments. This thesis uses a comparative research method to elucidate the study of English and Mandarin pronunciation patterns. It begins with an analysis of the characteristics and similarities of the pronunciation patterns in both languages. The thesis then examines the differences between English and Mandarin pronunciation patterns through four aspects: the number and complexity of vowel phonemes, types and distribution of consonant phonemes, tones and stress, and intonation and phonetic phenomena. Finally, based on the comparative analysis of the differences, the thesis offers targeted policy recommendations for learning English and Mandarin.展开更多
Chinese non-English majors are a large group of English learners.In the process of English pronunciation acquisition,issues such as incomplete phonological knowledge,transfer of mother tongue,and overgeneralization,le...Chinese non-English majors are a large group of English learners.In the process of English pronunciation acquisition,issues such as incomplete phonological knowledge,transfer of mother tongue,and overgeneralization,lead to confusion of phonemes and stress,misunderstanding of syllable structure,and errors of assimilation,drop,and epenthesis.The accuracy of English pronunciation can only be improved by knowing both English and Chinese phonological systems,strengthening the teaching of English phonological knowledge,and adopting various phonological training activities.展开更多
世界英语背景下本族语标准不断受到挑战,一线教学面临诸多迷惑。English After RP:Standard British Pronunciation Today(Lindsey 2019)一书指出RP在英国已经死亡,这要求外语教学界回应语音教学中的两个突出问题:应采用何种语音标准来...世界英语背景下本族语标准不断受到挑战,一线教学面临诸多迷惑。English After RP:Standard British Pronunciation Today(Lindsey 2019)一书指出RP在英国已经死亡,这要求外语教学界回应语音教学中的两个突出问题:应采用何种语音标准来教授?该标准对现有课程框架的教学内容及教学重点将产生怎样的影响?中国及世界英语教学理论与实践的研究表明,以传播中国,沟通世界为目的的中国外语教学,应该理性地选择世界范围内认可度最高的规范作为教授标准,并与时俱进,更新教学内容;从评价输出角度来说,应转变教学理念,聚焦信息交流的可理解度,将教学重点转向韵律。师生均需拓宽视野,培养世界胸怀,培养国际交流中对待地域及社会变体的积极的语言态度。展开更多
Studies in second language teacher cognition(SLTC)of pronunciation teachers have increased in the last 10 years,due mainly to the fact that the decisions teachers make about explicit instruction are critical for the d...Studies in second language teacher cognition(SLTC)of pronunciation teachers have increased in the last 10 years,due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language(L2)pronunciation in learners.Although recent research has indicated that nonnative-speaking teachers(NNSTs)can be as effective as native-speaking teachers(NSTs)in pronunciation instruction,and that their training needs resemble those of NSTs,the way NNSTs implement L2 pronunciation instruction has not been studied extensively.This is important to understand given the number of NNsTs of English worldwide at present,and because of the potential benefits of nonnative-speaking pronunciation teaching models in general.In this study,I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language(EFL)to understand both his actual teaching practices and the rationale behind such practices.Using a framework of knowledge base of language teaching,this study demonstrates how factors such as previous teaching and learning experiences,teaching context,and L2 learner characteristics shaped and guided the techniques the teacher implemented in class.These results are discussed in terms of implications for pronunciation teaching and teacher training purposes.展开更多
文摘Exploring the differences in phonemes and cross-linguistic influences, particularly by comparing the pronunciation patterns of English and Mandarin, is crucial for language learners. Such comparative studies can help learners better understand and overcome the pronunciation difficulties encountered during second language acquisition. English and Mandarin have significant differences in their vowel and consonant systems, tones, intonation, and syllable structures. A deep understanding of these differences allows learners to engage in targeted pronunciation training, reducing accent interference. This research provides guidance for improving language teaching methods, enabling teachers to design more effective pronunciation strategies and exercises based on the students’ native language backgrounds, thus enhancing learning outcomes. Additionally, cross-linguistic studies aid in improving speech recognition and conversion technologies, achieving higher accuracy and naturalness in multilingual speech processing systems. From a cultural exchange perspective, understanding and respecting the phonetic characteristics of different languages help to enhance the effectiveness and mutual understanding in cross-cultural communication. The comparative study of English and Mandarin pronunciation patterns not only provides a theoretical foundation for language education and technological applications but also promotes effective communication in multilingual environments. This thesis uses a comparative research method to elucidate the study of English and Mandarin pronunciation patterns. It begins with an analysis of the characteristics and similarities of the pronunciation patterns in both languages. The thesis then examines the differences between English and Mandarin pronunciation patterns through four aspects: the number and complexity of vowel phonemes, types and distribution of consonant phonemes, tones and stress, and intonation and phonetic phenomena. Finally, based on the comparative analysis of the differences, the thesis offers targeted policy recommendations for learning English and Mandarin.
文摘Chinese non-English majors are a large group of English learners.In the process of English pronunciation acquisition,issues such as incomplete phonological knowledge,transfer of mother tongue,and overgeneralization,lead to confusion of phonemes and stress,misunderstanding of syllable structure,and errors of assimilation,drop,and epenthesis.The accuracy of English pronunciation can only be improved by knowing both English and Chinese phonological systems,strengthening the teaching of English phonological knowledge,and adopting various phonological training activities.
文摘世界英语背景下本族语标准不断受到挑战,一线教学面临诸多迷惑。English After RP:Standard British Pronunciation Today(Lindsey 2019)一书指出RP在英国已经死亡,这要求外语教学界回应语音教学中的两个突出问题:应采用何种语音标准来教授?该标准对现有课程框架的教学内容及教学重点将产生怎样的影响?中国及世界英语教学理论与实践的研究表明,以传播中国,沟通世界为目的的中国外语教学,应该理性地选择世界范围内认可度最高的规范作为教授标准,并与时俱进,更新教学内容;从评价输出角度来说,应转变教学理念,聚焦信息交流的可理解度,将教学重点转向韵律。师生均需拓宽视野,培养世界胸怀,培养国际交流中对待地域及社会变体的积极的语言态度。
文摘Studies in second language teacher cognition(SLTC)of pronunciation teachers have increased in the last 10 years,due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language(L2)pronunciation in learners.Although recent research has indicated that nonnative-speaking teachers(NNSTs)can be as effective as native-speaking teachers(NSTs)in pronunciation instruction,and that their training needs resemble those of NSTs,the way NNSTs implement L2 pronunciation instruction has not been studied extensively.This is important to understand given the number of NNsTs of English worldwide at present,and because of the potential benefits of nonnative-speaking pronunciation teaching models in general.In this study,I analysed the way an experienced NNST implemented explicit pronunciation instruction in a context of English as a foreign language(EFL)to understand both his actual teaching practices and the rationale behind such practices.Using a framework of knowledge base of language teaching,this study demonstrates how factors such as previous teaching and learning experiences,teaching context,and L2 learner characteristics shaped and guided the techniques the teacher implemented in class.These results are discussed in terms of implications for pronunciation teaching and teacher training purposes.
