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.

Differences between English and Chinese Syllables and Its Inspiration on English Pronunciation Teaching

English and Chinese belong to different linguistic systems, so English and Chinese syllables, as the basic linguistic structure, own great differences in syllable structure, syllabification, syllable function as well as liaison. Chinese English learners are apt to have the negative transfer in English pronunciation acquisition under the influence of their mother tongue-Chinese. Therefore, only the repeated imitation and practice on the ground of theoretical contrasts and analyses can help learners speak perfect English.

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 Current Situation of Chinese College Students' English Pronunciation

Nowadays, we can find the expression"dumb English"in newspapers and websites. The phrase exposes a situation that many Chinese college students, who earn high scores in English proficiency tests, such as CET-4, cannot speak fluent English. When they started to work after graduation, they cannot perform effective communication with foreigners verbally in many occasions. This paper aims to illustrate the current situation of Chinese college students' English pronunciation and analyze it in detail.

The Intelligibility of Thai Speakers’ Pronunciation from Chinese Listeners’ Perspective

The intelligibility of Thai speakers’English pronunciation from Chinese listeners’perspectives have not been analyzed deeply in current researches.As is known to all,the interconnection between China and Thailand is greatly developed with the sup⁃port of‘One Belt and One Road initiative’.However,it is inevitable for non-native English speakers to encounter some pronuncia⁃tion problems,which would affect them to communicate with each other.As for Chinese English learners,Thai accent to some ex⁃tent would be a great challenge during the conversation with Thai speakers.In order to promote a better communication,it is neces⁃sary to analyze the origin of Thai speakers’English pronunciation problems.Therefore,this research based on the previous studies to categorize the common pronunciation problems among Thai speakers.However,there are numerous English learners in Thailand that have various language proficiency.In this respect,two Thai speakers with different IELTS scores have been selected for com⁃parison,and six postgraduate students in the Education University of Hong Kong are invited to serve as a listener.As a result,this research will base on the listeners’feedback to highlight some suggestions to enhance the intelligibility of Thai speakers’pronun⁃ciation.

An Observation on Chinese Students' Problem Pronunciation in an ESL Class

Most non-native speakers do have difficulty in developing native-like oracy due to vast differences in pronunciation between L1 and L2, adult ESL learners in particular. As Peter and Susan pointed in Teaching American English Pronunciation(1992), there are specific problem syllables with different language groups. As an ESL teacher from China, I assume it necessary to find out whether these sounds really trouble Chinese students in the ESL class I observed. I am going to pick out the most frequently occurred problem sounds and take notes how the teacher deal with them in class. In this paper, based on classroom observation and interviews, I analyzed problematic English vowels and consonants from Chinese learners, and the corresponding mediations for ESL teacher.

Common Problems in English Pronunciation Among Chinese Learners and Teaching Implications

In the process of learning any languages,pronunciation is an important part of language acquisition because pronunciation may influence a listener’s comprehension of one’s expression.An example is the classical mistake of pronouncing“sink”and“think.”Because Germans cannot pronounce/s/,the rescue worker cannot understand why a man who is“thinking”needs help.In China,English learners are also facing the problems of pronunciation.Gimson,a famous professor of linguistics in Britain,pointed out that when learning a language,one should understand 50%-90%of its grammar and 1%of its vocabulary,but it is necessary to fully master the pronunciation,thus highlighting the importance of pronunciation.[1]However,pronunciation is a difficult part of a second language acquisition.This article analyzes the problems of pronunciation and discuss some methods on how to resolve them.

Factors Affecting Students' Willingness to Correct Pronunciation Errors

This study is going to explore two questions: a) Do Chinese learners have awareness of what kind of pronunciation errors they make; b) What factors will affect Chinese learners' willingness to correct the pronunciation errors they make. The instrument will consist of 4 questionnaires or 4 parts developed by four researchers(Luk and Sardegna, Lee, Kusey). The whole study will include 6 parts: background information about pronunciation; two research questions; the methodology; the results;the discussion and a conclusion.

A Comparative Analysis of Consonants in Chinese and Arabic Phonetics

Arabic and Chinese are one of the most difficult languages to learn in the world.The mark of Arabic is Pinyin characters plus pinyin symbols.On the other hand,the mark of Chinese is ideographic square shaped characters;each pronunciation of a Chinese character is generally a syllable.There are great differences between Arabic and Chinese consonants,so this paper mainly discusses the similarities and differences between the two languages and their respective characteristics through the comparative analysis of Chinese and Arabic consonants.

The Sociology of Language——the Origin of Chinese

Languages come from lives of people and characters are the conventional text symbol system in society.There are thou⁃sands of languages around the world,only less than half of which own the corresponding characters,and Chinese is one of the lan⁃guages that has the corresponding characters.Chinese characters are not only still in use today but also are the oldest and best pre⁃served characters all over the world,which because of the close connection with Han nationality and Han culture.The paper ex⁃plores the origin of Chinese pronunciation,the origin of Chinese writing,the development of Chinese,and the connection between Chinese and Han culture.Also,it is important and significant for people to know how to protect our own languages.

An Investigation into English Pronunciation of Three Different Language Groups

This paper is a study of pronunciation differences among three varieties of English speaking groups, namely Australian, Chinese and Indonesian. Simple linguistic method which contains examining and analyzing the pronunciation of each group member was used in this study. The findings indicate that the major difference of Australian English is its vowel sound, whereas there are many different problems for both non-native speakers of English in this study.

Integrating Pronunciation into Chinese-Vietnamese Statistical Machine Translation

Statistical machine translation for low-resource language suffers from the lack of abundant training corpora. Several methods, such as the use of a pivot language, have been proposed as a bridge to translate from one language to another. However, errors will accumulate during the extensive translation pipelines. In this paper, we propose an approach to low-resource language translation by exploiting the pronunciation correlations between languages. We find that the pronunciation features can improve both Chinese-Vietnamese and Vietnamese- Chinese translation qualities. Experimental results show that our proposed model yields effective improvements, and the translation performance （bilingual evaluation understudy score） is improved by a maximum value of 1.03.

THE TEACHING OF PRONUNCIATION TO CHINESE LEARNERS OF ENGLISH

English pronunciation is being unduly neglected or even ignored in some of our colleges anduniversities.Its role and necessity are not yet generally realized,and English phonetic courses areusually left to chance or given no place in our teaching or learning.The result is as Baker(1982,pl)states:‘advanced students find that they can improve all aspects of their proficiency in English excepttheir pronunciation,and mistakes which have been repeated for years are impossible to eradicate.’The long-term solution to this problem,I would suggest,is to have a compulsory phonetic coursebccause an active command of pronunciation will help promote the entire learning process.

中国成人英语学习者的语音学习策略与语音可理解度的关系研究

语音学习策略(Pronunciation Learning Strategies,PLS)在第二语言语音(Second Language Speech)研究领域占据重要地位,关于中国成人英语学习者(English as a Foreign Language,EFL)如何运用这些策略以提升语音可理解度的研究相对缺乏。以一所公立大学本科三年级英语专业学生为样本,采用诱导性自然话语语料,辅以问卷调查手段,系统性地考察了学习者在语音学习过程中所采用的各类策略。研究结果表明,就自然话语而言,尽管语音学习策略的整体运用与语音可理解度之间并无显著相关性,但是输入/练习类策略在提升语音可理解度方面的效果尤为突出。这一发现对基于策略的英语语音课堂教学设计具有重要的指导意义。

动态语音教学:国际汉语语音教学的有效手段

语音教学不同于语音学教学,它是以培养国内学外语或国外学汉语的学习者获得目的语语音能力、掌握一种新的语言交际能力为目的的语言教学活动。作为语言教学活动的一部分,我们当然应将它的一切定位在学习者能否更容易掌握一种语言的问题上。本文将从语音教学与语音学教学的差异谈起,分析和阐释在国际汉语语音教学过程中遇到的各种语音问题,指出动态语音既是国际汉语或外语听说基本语言能力训练的起点和主线,也是培养高水平国际汉语或外语人才的一种有效手段。

歌剧《骆驼祥子》中音乐语言处理及民族音乐元素分析

郭文景所创作的歌剧《骆驼祥子》中的音乐,并未延续大多数歌剧改编中的京味京韵,而是通过具有极大戏剧张力的歌剧化音乐语言和宏大的交响乐写法,创造出了具有国际标准和民族特色的歌剧内容,使得整部歌剧独具特色。通过分析《骆驼祥子》小说和歌剧剧本,以及探究汉语字音、人声对位等掌握了其中音乐语言处理以及民族元素的应用,在一定程度上给未来歌剧创作提供了借鉴。

《蒙古秘史》记载“答闌 脫^(中)豁斡_(惕) 不察_(勒)^(中)合周”之汉音词汇的解析

学界对于《蒙古秘史》中记载的“赤那孫可兀的答闌脫^(中)豁斡_(惕)不察_(勒)^(中)合周”之汉音句子,统一认为“‘答闌’为‘七十dalan’,‘脫^(中)豁斡_(惕)’为‘锅’(“_(惕)”表示复数),‘不察_(勒)^(中)合周’为‘教滚着’”。该文结合中古蒙古语汉字音写规则,提出了与前期研究有所不同的看法,把该段话解释为“答闌”为表示数量多的意思,“脫^(中)豁斡_(惕)”为“凹”形地的形容词,“不察_(勒)^(中)合周”为动词,表示为“击退”之意。

中国艺术歌曲中“的”的歌唱语音研究

“的”是使用频率最高的汉字,在中国艺术歌曲演唱中十分常见。关于“的”歌唱语音的探讨由来已久,但多为主观经验,少有客观考证。对“的”的演变过程进行梳理,厘清“的”的朗读发声规则,探寻“的”的歌唱语音规律。

藏、彝族学生国家通用语言语音水平状况量化分析

加强国家通用语言文字教育教学,持续提高民族学生国家通用语言文字水平是适应新发展阶段民族学校的工作主线和重大任务。通过对四川、云南二省15所县、乡中小学校藏、彝族学生在国家通用语言语音学习中的声韵调、音变、朗读韵律等偏误状况的抽样调查和量化分析,认为目前民族区域学生已具备一定的国家通用语言能力,但学生的国家通用语言水平也呈现出明显的区域性和族际特征,因学生的年级、就读学校的城乡区别,其语音、语调和韵律的学习掌握情况也互有差异。要提升民族学生的国家通用语言语音水平,一方面,应注重语音教学的持续性、全面性,将之贯穿于不同学段,既要重视基础语音教学,也应重视音变、韵律等的高阶要素学习和训练;另一方面,在循序提高彝族学生语音水平的同时,要加强藏族学生,特别是偏远涉藏地区和乡村藏族学校学生的国家通用语言能力培养,进一步缩小地区差距。通过制定合理的语言测评计划,有效激发民族学生国家通用语言学习的内驱动力。