Exploring Phonetic Differences and Cross-Linguistic Influences: A Comparative Study of English and Mandarin Chinese Pronunciation Patterns

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.

Error Analysis of English Pronunciation Acquisition by Chinese Non-English Majors

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.

后RP时代语音教学标准及教学重点——从English After RP:Standard British Pronunciation Today(2019)谈起

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。

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher (Ⅰ)

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.

Learning English Pronunciation

When one begins to learn a foreign language, he will find the habits of his native tongue often interfere with his learning the sounds of the new language. Chinese students,especially adults,often find it hard to pronounce some English sounds properly;teachers sometimes also find English sounds can not be casily taught by simply telling a learner what to do with his lips,teeth or tongue etc. Even some English major students find they arc misunderstood because of their incorrect use of a phoneme or an incorrect stress.In a listening test, some students fail to catch the meaning of a certain phrase or a word because they are not familiar with a word juncture or intonation. When a Chinese student learns English pronunciation, he might meet several difficulties.The following are the main factors which may affect his learning, of English.

Analysis of Chinese Students Pronunciation Problems and its Pedagogical Implication

According to the process of the second language acquisition,the study of English pronunciation for Chinese students must be influenced by the native language.This paper focuses on the analysis of the pronunciation problems that Chinese students confront.The differences between English and Chinese pronunciation were analyzed in detail,and from this analysis some proper solutions for teaching such problems were proposed.

Integrating Pronunciation into Oral Communication

The usefulness of pronunciation teaching is a widely debated subject in the language teaching world. Some of the current research would suggest that teachers can make little or no difference in improving their students'pronunciation. In contrast, there is research that indicates that the teacher can make a noticeable difference if certain criteria, such as the teaching of suprasegmentals and the linking of pronunciation with oral practice, are fulfilled. This paper intends to address the practical challenges related to integrating pronunciation into oral communication. First, the central difficulty in integrating pronunciation into the speaking classroom is described. Next, all-skill principles to guide the incorporation of pronunciation into oral communication courses are suggested. Finally, possible implementation strategies that can be applied to a wide variety of instructional settings are explored.

A Comparative Study on English Pronunciation and Phonology of Chinese EFL Learners

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.

Research on the Mistakes Made by College English Teachers in Pronunciation of /n/&/l/

As an old saying goes that"once you open mouth, you are decided". Thus, there is no doubt about the fact that English pronunciation is of great importance, especially for English teachers whose pronunciation exerts far-reaching and direct influences on that of students. Some of College English teachers, however, have poor pronunciation; most of them cannot distinguish/n/ from /l/. Therefore, it is of huge practical value to commit to the research on the mistakes made by College English teachers in pronunciation of /n/ &/l/ and analyze the underlying causes in the hope of helping teachers to improve their poor pronunciation.

Approaches to College English Pronunciation Teaching

In most universities in China,pronunciation has long been overlooked in college English teaching.With the reform of college English teaching,great attention has been paid to the cultivation of the students' listening and speaking skills,that is,Eng lish teaching has moved to language functions and communicative competencies,a new urgency for the teaching of pronuncia tion has arisen.This paper covers the four areas of pronunciation:sounds,stress,rhythm,and intonation,with the expectation that it will provide readers with comprehensive insight into ways of teaching pronunciation.

English Pronunciation Teaching at College with the Globalization and Nativization of English

Influenced by the trend of globalization and nativization of English,the dominant status of native speakers in English language teaching have been challenged. T he nativeness principle has been shifted to the intelligibility principle,w hich guides the selection of pronunciation models in the college English classrooms.Although it is still inappropriate to thoroughly abandon the native speaker model in a short time,teachers need to embrace the new paradigm of intelligibility and then to raise the learners' aw areness of their local value and w ider context.

Pronunciation of ELT Teachers in China

In learning a foreign language, pronunciation has always been an early obstacle for students to overcome. The teachers' main task was to try to give the letters of the target language the sound values they normally convey to the literate native speaker. Pronunciation teaching was thus only a preparatory task for getting as quickly as possible to the real problem of language teaching: language contact and language input.

Self and Peer Evaluation in English Pronunciation Instruction

A case study was carried out to test the effects of self and peer evaluation in the process of English majors' English pro-nunciation teaching and learning. First-year English majors were directed to do self and peer evaluation, whose views on the evalu-ation experience were collected through individual talks and a questionnaire. The significant majority of subjects have found the re-flection helpful in promoting their English pronunciation learning and facilitating autonomy. However, problems rise with changesof teachers' roles in the class and their assessment on students' performance and learning progress.

A Review of the Research on English Pronunciation Self-concept

English pronunciation self-concept is a personal judgment based on pronunciation.It is English learners’self-perception as well as the judgment of their English pronunciation competence as well as pronunciation learning ability,which is formed as they develop their skills in pronunciation.A higher level of English pronunciation self-concept can promote students’self-assurance in foreign language learning.Through the analysis,this paper summarizes the scholars’studies about English pronunciation self-concept as follows:1)Formation and characteristics of English pronunciation self-concept;2)Relevance between English pronunciation self-concept as well as English learning.

A Useful System in Learning and Teaching English Pronunciation——IPA Cardinal Vowels System

The paper introduces the cardinal vowels system invented by the famous English phonetician Daniel Jones.This system enables a teacher to describe to his students a foreign vowel by comparing it with the nearest vowel in his mother tongue,which makes the learning of a foreign sound much easier to his students.Two cases of teaching Chinese students English vowels are taken as an example to illustrate the point.IPA cardinal vowel system is of use in terms of teaching and learning English.Two suggestions are put forward in the end.

The Differences of Pronunciation between American English and British English

This paper begins with a brief introduction to the two branches of the English language.Analyze the differences pronunciation between American English and British English,then demonstrates the reason why cause the different.Firstly,about four hundred years ago,people from Britain,German,France and many other parts of the world came into the U.S.They not only brought their rich cultures but also their languages too.Secondly,because of its territory expansion and economic development,American English become stronger.And then in different vowels and consonants analyze the differences of pronunciation between American English and British English,and set some examples.

Factors Interfering Chinese Students' English Pronunciation and Its Solutions

In English learning, undesirable pronunciation of vowels and intonation that plagues Chinese students in many ways is caused by the interference of mother tongue, accents and system of examination. In order to correct the errors, teachers, students and the system need to adjust themselves accordingly.

Typical pronunciation problems with Chinese students of English

Listening comprehension has always been a major problem for Chinese students of English and it has a lot to do with the dissimilarities between English and Chinese ways of pronunciation. This paper tries to explore the discrepancy in terms of the timing and stress property in the two languages and also illustrates the author’s effort to apply the English pronunciation properties in her English teaching.

The Negative Transfer of Mother Tongue on English Pronunciation——from the Phonetic and Phonological Perspectives

Language researchers have long been working on the language transfer theory since 1970s with an aim to help second language acquisition. Researches on transfer of pronunciation were explored from many aspects, such as phonetics, age, motivation and culture etc. By illustrating the Chinese learners' improper English pronunciation, it tries to discuss the negative transfer of their mother tongue on the English pronunciation on the theoretical basis of phonetic and phonological differences between the two languages. Based on these studies and analysis, it hopes to arouse the learners' awareness of the different pronunciation between English and Chinese and their interests in acquiring a native-like pronunciation, and hopefully the teachers will also help the learners have a good knowledge of the difference before they're affected by the negative transfer of Chinese.

On Chinese Putonghua and English Pronunciation

Chinese putonghua is the official language in China, The students in China begin to study English after mastering the Chinese quite well, the pronunciation of English is influenced by mother language greatly. There are many pronunciation difficulties that have been encountered by Chinese students, resulting from the interference of their mother tongue: Mandarin (Chinese putonghua). This paper mainly discusses the relationship among Mandarin and English pronunciation. Besides, it provides the teachers and the EFL learners some suggestions to eliminate the negative transfer to improve the students' pronunciation.