Post on 07-Feb-2019
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EF Diploma in TESOL
Portfolio Part Three
Independent Research
An Investigation into Pronunciation Errors of Teenage Learners in China
3384 Words
Stephen Harker
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Content Page
Acknowledgements Page 2
Introduction Page 3
Rationale Page 3
Outline of the Project Page 5
Summary of the Findings Page 7
Conclusions Page 15
Implications Page 17
Evaluations Page 19
References Page 22
Appendix 1 – Word List Page 22
Appendix 2 – Sample of Completed Interviews Page 23
Appendix 3 – Interview Results Page 27
Appendix 4 – Teacher Workshop Based on Findings Page 29
Acknowledgements
I would like to thank Andrew Brown and Ian Oakes for putting me in contact
with Directors of Studies who could help with the administration of the
interviews in the different EF Centres around China. I would like to thank
Luke Beiseida, DoS of Shenzhen 3; Dan Elsworth, DoS of Guangzhou 2;
Rory Bogdon, DoS of Chongqing 1; and Gavin Watkins, DoS of Urumqi 2 for
conducting interviews. I would like to thank Simon King, DoS of Shanghai 3;
for letting me interview students. Thank you Steve Crooks for checking the
word list and Garry Nixon for advising how to conduct the interviews.
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Introduction
“They [Learners] must recognize that poor, unintelligible speech will make
their attempts at conversing frustrating and unpleasant both for themselves
and their listeners”
Joanne Kenworthy (1987)
Rationale
EF English First is in the process of developing a course for 14-17 year-olds,
a previously untaught age group. Students will enter the course at CEFR
B2.1 level. The course will be made up of weekly two hour long classes and
CALL lessons, which are an undetermined length at the moment of the
study. The syllabus for the course has been based on CEFR levels and
EAQUALS bank functions for the levels CEFR B2.1 through to CEFR C1.2.
Figure 1 shows CEFR descriptors related to speech, indicating that students
should have a proficient knowledge of phonemes before they enter the
course.
• B1S027 Pronunciation clearly intelligible though occasional mispronunciations occur
• B2S005 Delivers announcements on general topics with a degree of clarity, fluency
and spontaneity causing no strain to listeners
• B2S013 Communicate in conversation without unintentionally amusing or annoying listeners
Figure 1: CEFR Descriptors
Some of the major phonological differences between Chinese and English
can be summed up below
• /A/ doesn’t exist in Chinese Mandarin
• There is limited contrast between long and short vowels and in the
case of /i:/and /I/ and /u:/ and /J/it doesn’t exist at all.
• /W/ and /T/ don’t exist in Chinese Mandarin.
• There are only six final consonant phonemes in Chinese Cantonese,
/t/, /p/, /k/, /n/, /m/ and /N/.
Making mistakes is a natural process of learning a foreign language. There
are two distinct causes for the errors which most if not all students make at
various stages; L1 interference and developmental errors
Jeremy Harmer (2001)
‘Studies on error correction show that non-native English teachers tend to
penalize grammatical errors with the utmost severity’
Peter Medgyes (1994)
4
-
The quote from Medgyes, above, reflects the error correction strategies in EF
Centres in China. In EF centres in China, all young learner and teen’s
courses are co-taught up to CEFR A2. The teacher will rotate, week-by-week,
from native-speaker like to local teacher. The strategy outlined by Medgyes
doesn’t just apply to non-native teachers (local teachers) but also to native
speakers in the case of EF. Treatment of pronunciation errors is infrequent
and inconsistent, leading to fossilization of errors. As a result students are
reaching B2.1 level of English but bring the baggage of fossilized errors with
them, such as Chinese learners replacing /θ/ with either /s/ or /f/. There
is no focus on segmental phonological features in the course as it starts at
CEFR B2.1. An assumption has been made that the students should have
mastered these features.
A common cause of miscommunication between, native and non-native
speakers and between two non-native speakers of different L1’s is
mispronunciation. The following example of miscommunication arose in a
study of verbal communication, by Wang Zhen Xian of the Beijing Institute
of Education. The example is a conversation between a native and non-
native speaker of English.
Native Speaker: What’s the filling?
Non-Native Speaker: Delicious!
Native Speaker: I mean ‘What’s the filling?’
Non-Native Speaker: I’m feeling very well!
In this conversation the Non-native speaker processed the length of the
vowel incorrectly, a common error with Chinese learners of English, as
stated by Jung Chang in Learner English, leading to miscommunication,
and possible frustration and certainly a negative communication experience,
which could have future repercussions.
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Outline of the Project
The research project aims to answer the following question(s)
1) What are the problem phonemes for EF’s students?
2) Where do the problem phonemes occur in the word for EF’s students?
3) What do EF’s students produce instead of the problem phonemes?
The information gathered from the research will be used to guide the
development of a syllabus for a pronunciation supplement to a new teenage
learner course.
First background reading into the potential problems took place. This
information was then used to create a word list containing identified
problem phonemes. Where possible the problem phoneme was placed in six
words, two in the initial, two in the medial and two in the final position of
the words. The word list was then checked by colleagues for mistakes,
appropriate length and wording. See Appendix 1 for the finalised word list
The words chosen for list came from the General Service List and words
taken from current courses that students would have faced. It was decided,
where possible, the meaning of the words are known to the students, so they
could focus on pronouncing them and not thinking about the meaning of
them to avoid students mispronouncing words because they are unknown.
A further criterion for the word list was the expected response, in China
there is a large influence from American pop culture, furthermore the
current EF course suite is influenced by American English, such as
grammar, in ‘I have gotten …’ to the spelling, such as ‘color’ and ‘center,’ it
was decided to use American English. For example the word ‘car’ was
chosen and expected to be read to the students as /kɑ:ʳ/ not /kɑ:/.
After discussion with a colleague the method of research was decided.
Having students read the word from a PPT was disregarded in favour of
saying the word to students and have them say it back. Reading the word
may lead to a student confusing the pronunciation because they are not
familiar with the written forms the phonemes could take and how different
phonemes could take the same written form, e.g.,
"A rough, dough-faced, thoughtful ploughman emerged from a slough to walk
through the streets of Scarborough, coughing and hiccoughing."?
www.funtrivia.com
Transcribed as -:
/ə rʌf dəʊ feɪs θɔ:tfʊl plaʊmən ɪmɜ:ʤ frɒm əs lu: tə wɔ:kθru: ðə stri:tsəv skɑ:bərə kɒfɪŋ
ən hɪkʌpɪŋ/
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This extreme example shows the many ways in which ‘-ough’ can be
pronounced and as Russell Stannard points out,
“Most people would say that English is not a “phonetic” language because it is not
pronounced the way it is spelled. However, studies have shown that over 80% of
English words do follow a regular spelling pattern. Unfortunately, approximately
500 of the most common English words e.g. said, are spelled irregularly”
Russell Stannard
To get significant data, after discussion with colleagues, it was decided to
have a sample size of a minimum of 80 students.
The final word lists were sent out to DoS of our EF Centres, they were
chosen because of their high proficiency in the phonemic script and ability
to identify problems, and be able to make the problems clear. I interviewed
students in Shanghai, where I am based.
The data collected was correlated and analysed, then used to modify the
syllabus. The outline of the research project is summarized below, (Fig2).
Figure 2: Research Outline
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Summary of the Findings
In the student survey 14 target phonemes were tested on a range of teenage
learners, from CEFR A1 to B2 and who had been studying at EF between
6mths to five years. The sample students covered a geographic range from
the south, Shenzhen and Guangzhou to the west, Chongqing and Urumqi.
Figure 3 shows the overall percentage of errors made by the students for
each of the target phoneme sounds.
Fig 3: Overall Breakdown of Student’s Production of Phonemes
The chart above shows that students were highly accurate pronouncing /tF/,
/F/ and /BJ/, all recording less than 5% errors in the sample. In contrast
/T/, /v/ and /W/ proved to be highly troublesome for the sample all
recording 20% or higher error rates and /W/ recording a 32% error rate.
The words in the study focused on phoneme positioning, were there
problems with the initial, medial or final position. The following pie charts
show the breakdown for each sound, except the four phonemes with the
least errors and /J/, all errors with /J/ were in the medial position, the
same as the /w/.
0
5
10
15
20
25
30
35
tʃ ʃ ɑʊ w r ʌ æ ʊ l i: dz T v θ
Pe
rce
nta
ge
Phoneme
Percentage of Times the Phonemes were
Mispronounced
tʃ
ʃ
ɑʊ
w
r
ʌ
æ
ʊ
l
i:
dz
T
v
θdV T
8
Fig 4.1 Breakdown of /W/Errors Made in Different Positions
Fig 4.2 Breakdown of /v/Errors Made in Different Positions
Fig 4.3 Breakdown of /T/Errors Made in Different Positions
26%
36%
38%
Percentage of All Errors Made with /WWWW/
Initial
Medial
Final
47%
19%
34%
Percentage of All Errors Made with /v/
Initial
Medial
Final
25%
75%
Percentage of All Errors Made with /TTTT/
Initial
Medial
9
Fig 4.4 Breakdown of /dV/Errors Made in Different Positions
Fig 4.5 Breakdown of /i:/Errors Made in Different Positions
Fig 4.6 Breakdown of /l/Errors Made in Different Positions
2%
10%
88%
Percentage of All Errors Made with /dVVVV/
Initial
Medial
Final
17%
72%
11%
Percentage of All Errors Made with /i:/
Initial
Medial
Final
8%
92%
Percentage of All Errors Made with /l/
Initial
Medial
Final
10
Fig 4.7 Breakdown of /A/Errors Made in Different Positions
Fig 4.8 Breakdown of /Q/Errors Made in Different Positions
Fig 4.9 Breakdown of /r/Errors Made in Different Positions
58%
42%
Percentage of All Errors Made with /AAAA/
Initial
Medial
29%
71%
Percentage of All Errors Made with /QQQQ/
Initial
Medial
60%28%
12%
Percentage of All Errors Made with /r/
Initial
Medial
Final
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Important observations below -:
• Fig 4.1 & 4.2 - /W/and /v/ caused significant problems in all positions.
• Fig 4.4 - /dV/ only caused any significant problems for students when
it was in a final position.
• Fig 4.3 - /T/ was only tested in the initial and medial position and
was problematic in both positions but was mispronounced 3 times
more often in the medial position. A similar pattern can be seen with
/Q/, fig 4.8, however, fig 3 shows /Q/ to be overall less problematic.
• Fig 4.6 - /l/ proved to be only problematic in the final position and in
single items, it caused no errors in the initial position.
• Fig 4.9 – nearly two-thirds of /r/ mispronunciations came when it was
an initial sound.
The final question the study wanted to find out was, what sounds were
replacing the mispronounced phonemes, were they being substituted or
deleted? The following pie charts show the findings
Substitutions and Deletions of /WWWW/
Fig 5.1: The Breakdown of Substituted Phonemes of /W/
47%
40%
5%
2%4%
2%
Initial
/f/
/s/
/dt/
/v/
/z/
del
52%44%
2%2%
Medial
/f/
/s/
/t/
del
44%
30%
2%
5%
2%17%
Final
/f/
/s/
/d/
/z/
/T/
del
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Substitutions and Deletions of /v/
Fig 5.2: The Breakdown of Substituted Phonemes of /v/
Substitutions and Deletions of /TTTT/
Fig 5.3: The Breakdown of Substituted Phonemes of /T/
Substitutions and Deletions of /dVVVV/
Fig 5.4: The Breakdown of Substituted Phonemes of /dV/
70%
22%
5% 3%
Initial
/w/
/f/
/b/
/v/
44%
19%
25%
12%
Medial
/w/
/f/
/b/
del 81%
4% 15%
Final
/f/
/s/
del
36%
55%
4%5%
Initial
/d/
/z/
/f/
del61%22%
7%
7% 3%
Medial
/d/
/z/
/f/
/v/
/θ/
89%
2%2%
7%
Final
/tʃ/
/d/
/V/
del
75%
25%
Medial
/tʃ/
/d/
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Substitutions and Deletions of /i:/
Fig 5.5: The Breakdown of Substituted Phonemes of /i:/
Substitutions and Deletions of /l/
Fig 5.6: The Breakdown of Substituted Phonemes of /l/
Substitutions and Deletions of /JJJJ/
Fig 5.7: The Breakdown of Substituted Phonemes of /J/
59%
8%
33%
Final
del
/r/
/w/
64%9%
9%
18%
Medial
/u:/
/o/
/BJ/
/Q/
94%
6%Medial
/I/
/IE/ 60%
40%
Final
/I/
/IE/
/I/
/IE/
/I/
/IE/
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Substitutions and Deletions of /AAAA/
Fig 5.8: The Breakdown of Substituted Phonemes of /A/
Substitutions and Deletions of /QQQQ/
Fig 5.9: The Breakdown of Substituted Phonemes of /Q/
Substitutions and Deletions of /r/
Fig 5.10: The Breakdown of Substituted Phonemes of /r/
23%
7%
23%
8%
8%
23%
8%
Medial
/o/
/BI/
/BJ/
/A/
/E/
/u:/
/B:/
10%
80%
10%
Medial
/B:/
/e/
/E/57%
43%
Initial
/B:/
/e/
81%
5%
9%5%
Initial
/w/
/b/
/l/
del
14%
43%14%
29%
Medial
/w/
/dV/
/l/
del
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Important observations below -:
• Fig 5.2 – Initial /v/ was substituted by /w/ in 70% of the errors but
was substituted by /f/ in the final position in 88% of the errors.
There were cases of /v/ being replaced with /b/, but only in the west.
• Fig 5.3 – Initial /T/ was substituted by /z/ in 55% of the errors but
was substituted by /d/ in the medial position in 61% of the errors.
• Fig 5.4 – Final /dV/ was substituted by /tF/ in 89% of the errors and
a further 7% of the errors it was deleted.
• Fig 5.5 – In all positions/i:/ was substituted with /I/.
• Fig 5.6 – Final /l/ was most often deleted.
• Fig 5.7 – Medial /J/ was most frequently substituted with /u:/ but
this only happened with students from the west of China.
• Fig 5.8 – Initial /A/ was most frequently substituted with /a:/ but
medial /A/was substituted by /e/ in 80% of the occasions.
• Fig 5.9 – All initial /Q/ errors occurred in Chongqing and were always
substituted by /a:/. In the medial position there were seven
substituted phonemes, the most of all the target phonemes.
• Fig 5.10 – Initial /r/ was substituted by /w/ in 81% of the errors but
only substituted 14% of the time in the medial position. The most
common substitution in the medial position was /dV/ at 43%. The
most common word this occurred in was ‘draw’
Some other interesting findings came up from the study, which weren’t
being tested. Two words that contained consonant clusters and the /d/
phoneme, ‘stand’ and ‘width’ were frequently mispronounced. In the word
‘stand’ students either substituted the /d/ phoneme with /t/ or deleted it
and in ‘width’ the students usually deleted the /d/ phoneme. In ‘stand’ /d/
was substituted for /t/ on eight occasions and deleted on seven and in
width /d/ was deleted 11 times. This was only noted in about half the
sample, in the other half the volunteers hadn’t been instructed to listen for
this and just marked the target sound /A/ and /T/.
Conclusions
1) What are the problem phonemes for EF’s learners?
The most common problem phonemes can be seen in fig 3, with the most
common phoneme being /W/ and it was mispronounced 32% of the time.
Fig 3 also shows that the sounds /F/and /tF/were rarely problematic at all
for the students in the sample.
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As mentioned in the observations, consonant clusters with the /d/ sound
proved to be problematic, with the phoneme either being deleted or
substituted for /t/. The problem didn’t show to be determined by the
position in the cluster. Another problem identified was the substitution of
final /d/ in the words ‘stand’ and ‘flood.’ In Shanghai /d/ was substituted
in flood 40% of the time to /d/
2) Where do the problem phonemes occur in the word for EF’s students?
The most interesting finding here is the /dV/ phoneme, it really only showed
to be a problem in the final position. This suggests L1 interference because
the sound is common to the L1 but it is never in a final position. It isn’t a
problem of making the sound but just a problem of using the sound. The
/l/ phoneme also proved to be only problematic in the final position.
The phoneme /W/, /v/, /i:/ and /r/ proved to be problematic all in positions.
Most phonemes were problematic in multiple positions for the students.
Only in the west did medial /A/ cause problems and was replaced with /a:/.
Also in the west final /l/ was substituted with /w/ after the /eI/ phoneme.
3) What do EF’s students produce instead of the problem phonemes?
Students produced a variety of substitutions for every sound that was tested.
However the position of the sound had a direct effect up on the
substitutions made by the students. In the initial and medial position of
/v/ was usually replaced with /w/ when there was an error but in the final
position it was replaced by /f/ and never /w/.
The geographical location of the students appeared to have an effect on how
sounds were substituted. Only in the west /v/ was replaced with /b/ for
example. Also only seen in the west was the substitution of /u:/ for /J/,
other regions it was replaced by /BJ/, /Q/ or /ɒ/. A final observation of
pronunciation in the west is that /Q/was replaced by /a:/but not in other
regions.
In the south medial /i:/ proved troublesome, in the word, ‘wheel’ 14 of the
15 students from Guangzhou substituted it with /I/In the word ‘green’ there
was some problems, about a third of the students used the short sound.. In
the rest of the country the percentage of errors on this phoneme were much
lower. Furthermore in the south /W/ was replaced by /f/ in 81% of the
errors where the average substitution of /f/ was only 48% of the times.
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Implications
a) Phonemic instruction shouldn’t be in isolation
The phoneme /dV/was tested in six words, geography, joke, subject, region,
pledge and badge. In the initial position and medial positions students were
able to correctly pronounce the phoneme correctly. However in the final
position /dV/was substituted with /tʃ/33% of the time in the word pledge.
When teaching and correcting pronunciation, the target phonemes should
be presented in words and in positions where they are most problematic. In
this way the problems can be focused on in much more detail and
instruction is much more worthwhile.
b) One problem phoneme cannot be treated in the same way every time
The phoneme /v/was a problem in all positions but it was substituted by
different phonemes. In the initial position, in words such as value and
village /v/ was substituted by /w/ 70% of the errors, compared to /f/,
which only substituted /v/22% of the errors. However in the final position
/v/ was only substituted by /f/ and this occurred 80% of the errors e.g.,
drive was pronounced /drɑɪf/ but village was /wɪlətʃ/. In the case of village
the students were also making errors with the /dV/phoneme, making it
much more confusing. When treating the /v/ phoneme, it would be more
beneficial to focus on the difference between /w/ when the phoneme is in
the initial position and /f/ in the final position.
c) Where possible, ensure examples don’t contain other problem
phonemes
Not only in the already mentioned word village, did this occur, another
example is with the word, eels. Students were having problems
distinguishing the long and short vowel phoneme in the initial position but
also the plural ‘s’ was frequently being pronounced /Ils/ not correctly as
/i:lz/. When examples contain multiple problem phonemes it can be
difficult for students to focus on the distinction between the phonemes they
are making and the phonemes they should be making. Having just one
problem phoneme, it is much easier for students to focus on and remedy.
The second problem phoneme in this case could be treated on a separate
occasion. This is also the case for consonant clusters.
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d) Future Testing Procedures
Currently at EF students aren’t assessed on their pronunciation but
assessments are currently being designed. The findings of this study will be
used to inform assessors of errors that are likely to occur. This will make
testing more efficient and effective.
e) Future courses and teaching
Results from this study will provide guidance to EF content writers for
future young learner and teens courses. Current young learners’ courses
have limited phonological instruction and activities usually only compare
one phoneme to another. A typical example would be classifying a list of
words into two separate columns based on two contrasting phonemes. In
the study nine different phonemes had different substitutions. In the future,
examples chosen in pronunciation exercises will be based on the findings of
this research, which means problem phonemes will be contrasted with
multiple potential substitutions. The selected contrasts will now take into
account phoneme position, initial, medial or final, providing more
meaningful instruction.
Students will benefit from this knowledge by making them aware of the
typical errors that occur with a phoneme. By making the students aware
that some phonemes have shown to be incorrectly substituted for a range of
different phonemes, but typical only one phoneme in a certain position, the
students are more conscious of the errors and be able to deliberately deal
with them in a more efficient manner.
Teachers and Directors of Studies can be made aware of the findings of this
research through workshops and discussion groups. See Appendix 4 for a
workshop designed from this research. Teachers and DoS’ can be better
equipped to deal with pronunciation errors. For example if teachers hear
students pronounce very as /weri/ it would be more efficient to just use
words with initial /v/ as more practice, to compare it with /w/, rather than
also having words with final /v/ like drive, because of the common /f/
substitution.
f) Syllabus Changes
As a result of the data, the practice of the /v/ sound will include a
comparison to /b/ as it occurs in some regions. A lesson will be added that
practices the difference between verbs and nouns that end with /T/ and /W/.
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Minimal pairs with /v/ and /A/ will be treated differently for different
phoneme positions.
Evaluation
1. Additional Knowledge
The study provided additional knowledge to what was given in current
resources used in EF English First. The most common resource used to find
information on pronunciation errors is ‘Learner English’. For example, it is
said that there is no equivalent contrast between /J/ and /u:/ and will
cause difficulties. This only turned out to be the case in western China.
With the phoneme /v/, only /w/ and /f/ are mentioned as substitutions,
yet in the west /b/ was a substitution. Finally for consonant clusters
Learner English identifies that Chinese learners will simplify them by
deleting the final consonant but in the case with width /tT/ the more
difficult final phoneme was deleted.
2. Word List – Scale of the Study
For practical reasons the word list didn’t cover all the phonemes highlighted
as a problem. The study was dealing with teenage students and took into
account their attention span. Learner English identified up to 20 phonemes
that could be problematic. Choosing two words for each phoneme in each
position would have nearly doubled the word list. Students may not pay
attention at the end of the study and make mistakes.
From a small sample in the study a trend of problems with consonant
clusters arose, but not fully tested. It would be interesting in the future to
look at the common pronunciation problems of the common clusters found
in the English language.
3. Accent – American or British
The word list was designed on an American style of English, for example the
word ‘car’ was testing the /r/ phoneme in a final position. Some of the
volunteer interviewers were British and marked deletion for this word when
the students repeated back what they heard and what they heard was /kB:/
not /kB:r/. These errors were treated as correct pronunciation in the study.
If I were to do the study again I would better vet the interviewers.
4. Regional Dialects
The aim of the study was to get an overview of pronunciation problems in
China, which it did, but some regional trends began to emerge from the data.
The sample size for each region was too small to make any real conclusions
20
from. The next logical step from this study would be to look at regional
differences within China.
5. Phonology Features – Scale of the Study
Phonemes are not the only major pronunciation problem Chinese learners
have. English being a stressed time language and Chinese being a syllable
time language means that Chinese students often omit features of connected
speech, making their speech stilted and a strain for the listener.
A separate study would be needed on this, possibly asking students to
repeat back short sentences that contain a single feature.
6. Non-Target Phonemes
One interviewer noted down other errors that students were making and not
just the one highlighted on the word list. Interviewers hadn’t been
instructed to do this. A change in instructions would have resulted in more
data on each phoneme.
7. Inter-Connectedness of Phonemes
The sample list didn’t provide enough examples to show if the correct
pronunciation of a phoneme was affected by the phonemes around the
target phoneme. The word list would have been too large had I done this,
but a separate study choosing a selection of phonemes could do this. This
could provide a much deeper understanding of pronunciation problems
students have.
21
References
Harmer, Jeremy (2001) The Practice of English Language Teaching. (Pearson-
Longman)
Hensman, Bertha (1969) The Phonological Problems of Chinese Students of Englishas a Second Language (American Language Institute of New York University) Kenworthy, Joanne (1987) Teaching English Pronunciation (Longman)
Medgyes, Peter (1994) The Non-Native Teacher (Macmillan)
Stannard, Russell ( ) Teaching Pronunciation
http://61.178.20.47/teta/chapter/1219909567718/qy/jxll/file/1.htm
Swan, Michael & Smith, Bernard (2001) Learner English 2nd Edition
(Cambridge)
Weng Zhen Xian, (2002) Verbal Miscommunication Between English Native
Speakers and Chinese Learners of English (Beijing Institute of Education)
22
Appendix 1 – Word List
Region: China City:
No. Word IPA Correct Substituted Phoneme Deletion
1 answer A
2 hourly aJ
3 shower F
4 value v
5 brush F
6 ski i:
7 stand A
8 athlete W
9 mother T
10 geography dV
11 outside aJ
12 liar l
13 shake F
14 active A
15 green i:
16 change tF
17 could J
18 pushed F
19 handle A
20 thirsty W
21 railway r
22 clever v
23 flood Q
24 other T
25 wheel i:
26 joke dV
27 allow aJ
28 under Q
29 cheap tF
30 free i:
31 subject dV
32 width W
33 capital l
34 drive v
35 thank W
36 clowns aJ
Time at EF: Level:
No. Word IPA Correct Substituted Phoneme Deletion
37 English F
38 easily i:
39 richer tF
40 math W
41 book J
42 badge dV
43 Thursday W
44 were w
45 them T
46 lovely l
47 region dV
48 which tF
49 between w
50 eels i:
51 borrow r
52 upper Q
53 Wednesday w
54 special F
55 sister r
56 blouse aJ
57 rope r
58 pledge dV
59 match tF
60 village v
61 delight l
62 queen w
63 picture tF
64 draw r
65 how aJ
66 over v
67 dollar l
68 nothing W
69 car r
70 have v
71 outdone Q
72 trail l