Common Mistakes in English Pronunciation in an EFL Classroom Common Mistakes in English Pronunciation in an EFL Classroom 吳淑娟 南投縣國民教育輔導團英語領域輔導員 南投縣愛蘭國民小學英語教師

Take a picture ? Tack a picture? A person with good pronunciation can communicate and get his message and A person with good pronunciation can communicate more successfully and get his message across more effectively and comprehensibly. perception vs. production. perception vs. production. long vowels? short vowels? long vowels? short vowels? tense vowels? lax vowels? tense vowels? lax vowels? sound / minimal pairs / reading passage sound / minimal pairs / reading passage

Common mistakes in Consonants (1) [ ]  [ ] family [ ] & [  ]  [  ] bill, beer [ ]  [  ] bowl, hole [ ]  world [ ], [  ]  [  ] wean, swim, Lin [  ]  [ ], [  ] bang, rang, sing [  ]  [ ] sometimes, him, name

Common mistakes in Consonants (2) [ ]   但前一個母音鼻音化 Ex: turn [  ]  [  ] Ex: usually, treasure [  ]  Ex: anymore [ ]  Ex: fine (kids ’ mistake) [  ]  [  ] Ex: here (kids ’ mistake) [ ]  Ex: world  [  ] Ex: English, big, red, big bird

Common mistakes in Vowels (2) [  ]  [  ] Ex: text, red, desk [  ]  [  ] Ex: text, red, desk [  ]  [  ] talked, ball [  ]  [  ] talked, ball [  ]  [  ] hope, boat [  ]  [  ] hope, boat [  ]  [  ] cop [  ]  [  ] cop [  ]  [  ] fool, soup [  ]  [  ] fool, soup [  ] [  ]  [  ] spoon, moon [  ] [  ]  [  ] spoon, moon [  ]  [  ] under, cup [  ]  [  ] under, cup [  ]  [  ] type [  ]  [  ] type [  ]  [  ] Ex: time [  ]  [  ] Ex: time

Common mistakes in Vowels (1) [  ]  [  ] sheet, peep, meet, wean, piece, feeling, please [  ]  [  ] sheet, peep, meet, wean, piece, feeling, please [  ]  [  ] smithy, give, office [  ]  [  ] smithy, give, office [  ]  [  ] dinner, ribbon, big, English [  ]  [  ] dinner, ribbon, big, English [  ]  [  ] [  ] take, sail, name, pain, “ H ”, famous, briefcase, milkshake [  ]  [  ] [  ] take, sail, name, pain, “ H ”, famous, briefcase, milkshake [  ]  [  ] treasure, red, letter [  ]  [  ] treasure, red, letter [  ]  [  ] Ex: man, pan, math, lacks [  ]  [  ] Ex: man, pan, math, lacks [  ]  [  ] Ex: sad [  ]  [  ] Ex: sad

Word Pairs for Practice beat / bit beat / bit meal / mill meal / mill feeling / filling feeling / filling wean/win wean/win piece / piss piece / piss peep / pip peep / pip sell / sail sell / sail tech / take tech / take ball / bowl ball / bowl sing / sin sing / sin sad / said sad / said fool / full fool / full world / word world / word bang / ban bang / ban rang / ran rang / ran pen / pain pen / pain

Others coda (non-syllabic element): coda (non-syllabic element): big, rain, sound, tap big, rain, sound, tap released / unreleased stops: stand up, jump rope, I ’ d like, good job released / unreleased stops: stand up, jump rope, I ’ d like, good job aspirated / unaspirated: aspirated / unaspirated: sp- / st- / sk-  不送氣 sp- / st- / sk-  不送氣 space, student, street, strike, sky, score space, student, street, strike, sky, score

Linking of the Sounds Did you.... Did you.... Nice to meet you Nice to meet you My name is …. My name is …. That is.... That is.... What letter is it … What letter is it … I ’ m a … I ’ m a … hand-out hand-out

Conclusion A good English teacher not only needs to have a good pronunciation of English but s/he also needs to have a good (sensitive) ear. A good English teacher not only needs to have a good pronunciation of English but s/he also needs to have a good (sensitive) ear.