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.

Grading the Severity of Mispronunciations in CAPT Based on Statistical Analysis and Computational Speech Perception

Computer-aided pronunciation training（CAPT） technologies enable the use of automatic speech recognition to detect mispronunciations in second language（L2） learners＇ speech. In order to further facilitate learning, we aim to develop a principle-based method for generating a gradation of the severity of mispronunciations. This paper presents an approach towards gradation that is motivated by auditory perception. We have developed a computational method for generating a perceptual distance（PD） between two spoken phonemes. This is used to compute the auditory confusion of native language（L1）. PD is found to correlate well with the mispronunciations detected in CAPT system for Chinese learners of English,i.e., L1 being Chinese（Mandarin and Cantonese） and L2 being US English. The results show that auditory confusion is indicative of pronunciation confusions in L2 learning. PD can also be used to help us grade the severity of errors（i.e.,mispronunciations that confuse more distant phonemes are more severe） and accordingly prioritize the order of corrective feedback generated for the learners.

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.

Canadian English and its phonetic features

British English and American English are regarded as the two major varieties of English in the world, and Canadian English is often treated as a variation of American English. The paper aims to identify the major phonetic features of Canadian English by addressing its differences from British and American English based on a historical, demographical, and regional and dialectal analysis. Canadian English is a cultural phenomenon that has evolved on the basis of British English and under the heavy influence of American English. As a distinctive variety of English, Canadian English possesses its phonetic uniqueness. And in the context of globalization, Canadian English will remain subject to Americanization.

小学英语课堂教学激励性口头评价体系建构的研究

激励性口头评价是小学英语课堂教学中十分重要的一种评价方式。本文建构了由课前准备、课堂生成、课后检验三个部分组成的小学英语课堂教学激励性口头评价体系,为小学英语一线教师更好的实施和运用激励性口头评价提供了可鉴之处。

对中式英语发音某些特征的例证研究

由于受汉语语音系统负迁移的影响,以汉语为母语的人在说英语时会带有中式英语的口音。本文以RP(Received Pronunciation)发音为参照发音体系,用例证法研究中式英语发音中的无失去爆破、无连读、无不送气辅音、词尾辅音缺损和重读转移等几个语音特征。

《英语词汇学》练习题(8)

I.Each of the statements below is followed by

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.

A Preliminary Exploration of the Differences Between Chinese and American Filial Piety Reflected In The Joy Luck Club

The attitudes towards filial piety between the Chinese and the Americans leads to the conflicts between the Chinese immigrant mothers and their American-born daughters.Family,the basic unit of a society,is the fundamental element in the traditional Chinese culture and it is a core of Chinese culture.Similarly,the Americans also attach great importance to family.Americans pursuit personal independence and performance and self-awareness and hold that everyone is equal and free.While Chinese people emphasize family members’interdependence and the whole family’s honor and the pecking order of family members and obedience.

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.

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.

2014年12月大学英语四级作文试题评析(二)

Directions：For this part,you are allowed 30 minutes to write a short essay about a campus activity that has benefited you most.You should state the reasons and write at least120 but no more than 180 words.这道作文题目看似不难,但笔者在阅卷中却发现有将近一半的考生写偏题或跑题。先让我们一起仔细审审题：a campus activity that has benefited you most。

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.

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.

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.

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.