1.0 Introduction
The learners of English always find difficult to achieve a native-like speech is due to the distinction of segmental and suprasegmental aspects between the native language and English (Wan Aslynn Salwani, 2007). For instance, Chinese people will find difficulties in pronouncing the English sound as they are deeply influenced by Mandarin Chinese system (Kho, 2011). Thus, this project work aims to review the factors resulting from the pronunciation errors of segmental and suprasegmental aspects due to the respondent’s social and linguistics background besides providing the reasons of the necessity to correct the pronunciation. This paper is divided into 7 parts with introduction, method of collecting data, subject’s biography,
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This is because in Chinese Mandarin system, Pinyin, the /ɒ/ sound is equivalent to the letter ‘o’ (Gao, 2005). Thus, when Chinese speaker see the letter ‘o’, automatically she tends to pronounce it as /ɒ/. In short, we can infer that she has the interference of her first language.
Secondly, different rules of combining letters into sounds and sounds into words in English from that in Chinese can be one of the sources of Chinese learners’ pronunciation problems. Chinese pinyin (spelling pronunciation) has one-to-one correspondence between the sound we produce and the spelling (Gao, 2005). Therefore, the correspondent had “borrowed” the strategy that caused her pronunciation errors in English.
Consonants
(i) Plosives /t/
The plosive /t/ is an alveolar plosive which is voiceless because when we make a /t/ sound, we do not use our voice; the sound is silent. However, the plosive /d/ is an alveolar voiced plosive because when we make a /d/ sound, we do use our voice (Kelly, 2006). From the recording, we could see that the speaker pronounced the /t/ sound like the pronunciation of /d/. Example of error is in the table below.
No. Error identified Words Standard Recorded Plosive /t/ desperate ˈdespərət
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Therefore, the Chinese speakers will pronoun the voiceless /t/ with aspiration and sound like voiced /d/ in English (Koh, 2011). From the finding, we can conclude that this is due to the first language interference.
(ii)Rhoticising of words
One of the characteristic of articulation of /r/ is that it is usual for the lips to be slightly rounded and should not be too exaggerated or else it will sound like /w/ (Widmayer & Gray, 2010). The distributional peculiarity of /r/ sound in the BBC accent is very easy to state as this phoneme comes before vowels and it is a non-rhotic accent (Roach, 2009). Non-rhotic accent means that not pronouncing the /r/ when it occurs before a consonant. However, in this recording, the speaker tended to pronounce the /r/ sound as the phoneme ‘r’ is seen in the words. Example of error is in the table 3 below.
No. Error identified Words Standard Recorded
1. Rhoticising of words girl gɜːl
This chapter focused mainly on misconceptions and attempting to clarify those misconceptions about accents. In the opinion of linguists, accent is a difficult word to define. This is due to the fact that language has variation therefore when it comes to a person having an accent or not, there is no true technical distinction because every person has different phonological aspects to their way of speaking. However, when forced to define this word, it is described as “a way of speaking” (Lippi-Green, 2012, p.44). Although Lippi- Green identified the difficulty linguists have in distinguishing between accent, dialect, and another language entirely, they were able to construct a loose way of distinguishing. Lippi- Green states that an accent can be determined by difference in phonological features alone, dialect can be determined by difference in syntax, lexicon, and semantics alone, and when all of these aspects are different from the original language it is considered another language entirely (Lippi-Green, 2012).
Her principal was described as "maniacal" (Wong 1). Wong identified speaking Chinese as an "embarrassment" (Wong 2). The words she chose
Linguists have identified up to six vowels Chicagoans are pronouncing in non-standard ways. But those vowels in BAT, BOT, and BUT are, McCarthy says, the big three” (qtd, in Minnoff.)
From the time Caroline began preschool she had a severe speech sound disorder. She had a lisp along with difficulty producing what she referred to as harsh sounds, such as the sound /r/. The lisp caused difficulty in producing /th/ which was produced in the form of /s/. The sounds that gave her the most trouble were the lingua-dental. There was extreme difficulty in the articulation of her tongue to produce the sounds, and in order to compensate for not being able to say the words properly she began to omit the sounds she could not produce. Her speech language pathologist explained to her that she had a lazy tongue. It was described to her that she did not know how to properly move her tongue in the specific ways to produce the specific sounds. When Caroline was asked what she thought had caused her speech disorder, she thought it was because she had a delay in her verbal abilities and poor mouth structure as her mouth was narrow, and teeth were very crooked. However, the underlying cause was not known.
...lman, J., Ramig, L., Story, B., & Fox, C. (2007). Effects of intensive voice treatment (the lee silverman voice treatment [lsvt]) on vowel articulation in dysarthric individuals with idiopathic parkinson disease: acoustic and perceptual findings.Journal Of Speech, Language & Hearing Research, 50(4), 899-912.
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
"Master of Science in Speech-Language Pathology (2-Year Program).” College of Health & Rehabilitation Sciences: Sargent College. Boston University.
Another difficulty cultures deal with is language and the way people speak. In some cases, people struggle to belong by making changes in the way they speak the English language just to be assimilated. They attempt to use words and letters, as well as body language that fit in the norm; all in an attempt to denounce their original intonation and style of pronunciation. One ...
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
Flanagan, J., Research in Speech Communication (Oct. 24, 1995), Proceedings of the National Academy of Sciences of the United States of America, Vol. 92, No. 22 pp. 9938-9945
Nooteboom, Sieb G. 1969. The tongue slips into patterns. Leyden (studies in linguistics and phonetics. The Hague: Mouton, 114- 32
New languages are always overwhelming.English is difficult language to learn, especially if it isn’t practiced often. The english language includes rules that can be frustrating to get a grip of. Many International students face the fear of not being understood or not pronouncing something correct...
In some cases diphthongs in AAVE are not applicable, and are replaced with monophthong sounds like in “my” which is be pronounced as “ma “ (Labov 19)
By assuming that students will learn proper communication skills without guidance is a big mistake. Individuals should begin learning basic communication skills at birth and continue learning throughout their educational experience. There are, of course, many types of communication. We use verbal communication, non-verbal communication, written communication and many different forms of. Additionally, communication plays an important role in the process of conveying knowledge as well. Communication is instrumental in education since it helps the instructor and the students to work together with each other. Communication is the most important component of any society. In order, to communicate properly we need correct pronunciation, because pronunciation affects how we understand the meaning of the words. If the sound of a word is different it could lead the listener to believe that the word has a different meaning, and if this happens, it is very obvious that it is a form of improper communication. This may lead to a lot of misinterpretations. To avoid these kinds of problems we need to teach accurate pronunciation. English, in schools, is a very important subject for teaching proper...
All languages have vast variety of speech sound. Phonology have essentials terms in which each of them show the difference between how phonology is differ than phonetics as its not responsible for how to articulate. These phonological terms known as : phoneme , allophone, clear & dark l , syllabic l, minimal pairs , assimilation ,linking r , intrusive r, aspiration , consonant structure & syllable structure. A phoneme is a meaningful sound which shows the difference between two sounds which can change the meaning of word like : . Although allophones are the variation of same sound but they don’t change the meaning of it like < pin / spin >. However