Contrastive Study between Pronunciation Chinese L1 and English L2 from the Perspective of Interference Based on Observations in Genuine Teaching Contexts

Abstract

Much research has been conducted on factors that impact on second language (L2) speech production in light of the age of L2 acquisition, the length of residence in the L2 environment, motivation, the amount of first language (L1) usage, etc. Very little of this research has taken the perspective of interference between L1 and L2, especially with respect to Asian languages. This article tries to locate the differences in pronunciation between Chinese L1 and English L2 by contrastive analysis through observing genuine teaching and learning contexts, in hope of facilitating English pronunciation pedagogy in China.

A Study on English Phonetic Acquisition from the Perspective of Transfer Theory

“…In English, no stress or the incorrect placement of stress can mean something different or even nothing at all. The same word may experience class changes or even meaning changes when stress placement shifts from the first syllable to the second (Li, 2016). Some evidence is listed in table 5.…”

Oral English in China

“…But if the two are dissimilar, mechanically applying the knowledge from native language could cause confusion [8]. The distinctive differences between two languages result in many problems in segmental and suprasegmental aspects for Chinese Learners [4,9]. Segments refer to vowels and consonants in each word while they present rhythm, stress, intonation in pronunciation [9].…”

“…The distinctive differences between two languages result in many problems in segmental and suprasegmental aspects for Chinese Learners [4,9]. Segments refer to vowels and consonants in each word while they present rhythm, stress, intonation in pronunciation [9]. To be specific, there is no consonant / ð /, / θ / and / v / in Chinese, which is difficult for Chinese L1 students to pronounce such syllables [9] or they sometimes try to replace them with similar sounds in their mother tongue.…”

“…Segments refer to vowels and consonants in each word while they present rhythm, stress, intonation in pronunciation [9]. To be specific, there is no consonant / ð /, / θ / and / v / in Chinese, which is difficult for Chinese L1 students to pronounce such syllables [9] or they sometimes try to replace them with similar sounds in their mother tongue. For example, in the word "that", Chinese L1 tends to use / s / or / z / instead of English / ð /, use / ai / or / e / instead of English /ae/ [10].…”

“…Besides, when there is no stress or different stress in sounds, the same words may have different meanings, even change their classes. For instance, contrast, ferment, and export change their classes, and the meaning of rebel, suspect, and produce has also been changed [9].…”