1. Interlanguage Phonology of EFL Students 國中學生英語學習之音韻探討 Advisor: Dr. Raung-fu Chung Graduate: Mei-lien Chen 碩專一甲 Presentor: 林盈慧 (NA1C0007)

2. Table of Contents Introduction Literature Review Methodology Results and Discussion Conclusion

3. Describe the characteristics of second language produced by junior high school students The description and analysis are conducted within the framework of interlanguage phonology: consonants, vowels, stress, and intonationinterlanguage Introduction

4. Motivation Probe into the potential explanation of interlanguage phonology from diverse viewpoints: L1 transfer, English developmental processes, Language universals Give a new insight into the teaching of English pronunciation and provide some useful suggestions Introduction

5. It is not necessarily true that all aspects of native language will be transferred to the target language in second language acquisition. The constraints underlying English consonant cluster reduction will be explored in this study. Research Perspectives

6. Find out some "natural" phonological processes, which belong to neither the L1 nor the L2. Research Perspectives

7. Interlanguage (Larry Selinker, 1972) -The intermediate system between the learner’s native language and the target language. (1)Language transfer( 第一語言的轉移 ) (2)Transfer of training( 語言訓練的轉移 ) (3)Overgeneralization( 對第二語言規則的過度概化 ) (4)Strategies of second language learning( 學習第二語言的策略 ) (5)Strategies of second language communication( 溝通的策略 ) Literature Review

8. EA and CA have success in predicting and explaining Chinese learners’ pronunciation errors to a certain degree, both are shown to be inadequate for predicting and expaining all errors in L2 speech (Kohler, 1971). Nemser (1971) treats the learner’s language as an “approximative system,” which systematically approaches its target language. Hsu (1999, in press) reports that about 45 percent of second- grade junior high school students have difficulty perceiving the pair /f/-/θ/. Literature Review

9. Velleman (1998) points out perception and production of /θ/ are highly correlated, since children who produce /θ/ without difficulty usually have little problem in perceiving /θ/. There are four levels of pitch movement in English intonation: low, normal, high, extra-high pitch. (Prator &Robinett, 1985) Literature Review

10. Subjects - 40 second-grade students in junior high schools in Taiwan: (Questionnaire) (Questionnaire) Methodology SchoolLocationAmount Ren-ay( 仁愛 ) Taipei9 Ching-wen( 景文 ) Taipei10 Tai-shan( 泰山 ), Taipei7 Tsuo-ing ( 左營 ), Kaohsiung5 Chung-cheng( 中正 ) Kaohsiung9

11. 1.Which language is the one that you speak most often at home?(multiple choices) (1) Southern Min (2)Mandarin Chinese (3) Hakka (4) others 2.Which language is the one that you speak most often at school? (multiple choices) (1) Southern Min (2)Mandarin Chinese (3) Hakka (4) others Questionnaire

12. Instruments - English textbooks One reading text & one dialogue (Appendix 1 & Appendix 2) (Appendix 1 & Appendix 2) Methodology

13. Appendix 1 & Appendix 2

14. Data Collection Reading record (by themselves) Hand back their tapes Transcribe data into the phonetic notation Compared to two educated American native speakers

15. Analysis part: - segments & phonological processes -prosodic features stress & intonation Interpretation perspectives: - the interference of Mandarin - developmental process - markedness relation from language typology Data Analysis

16. Conducted by a young female (graduated from California University): listen to the tapes assess in stress and intonation rate a scale in intonation (Appendix 3) (Appendix 3) Evaluation

17. Appendix 3

18. Phonetic Aspect -consonants into three processes: substitution, deletion, omission Example: from [frɑm] [frɑn] Results

19. Consonants (Table 4.1) (Table 4.1) - position of the phoneme within the word (word- initial, word-medial, and word-final positions) - error rate result : word-initial consonants lowest word- final sounds highest Stop (/p, b, t, d, k, g/) lowest Fricatives (/v, θ, ʒ, z/) highest - the interdentals and palatals pose more troubles (/θ, ð/) (/ tʃ, dʒ, ʃ, ʒ, j/) Results

20. Table 4.1

21. Substitution (1)television [ ˋ t ɛ lə ͵ v ɪʒ ən] [ ˋ t ɛ lə ͵ v ɪ d ʒ ən]/ [ ˋ t ɛ lə ͵ v ɪʃ ən] (2) with [w ɪ θ] [w ɪ s] / [w ɪ f] (3) thin [θ ɪ n] [s ɪ n] / [d ɪ n] / [f ɪ n] (4) brother [ ˋ br ʌ ð ɚ ] [ ˋ br ʌ d ɚ ] / [ ˋ br ʌ l ɚ ] (5) some [s ʌ m] [s ʌ n] (40%) (6) have [hæv] [hæfə] / [hævə] (7) school [skul] [sku ɔ ] (8) Chinese [ ˋ t ʃ a ɪˋ niz] [ ˋ t ʃ a ɪˋ nis] (9) cook [k h ʊk] [k ʊ k] (10) sports[sp ɔ rts] [sp h ɔ rs] Results

22. Epenthesis (1) had [hæd] [hædə] (2) dog [d ɔ g] [d ɔ gə] Results

23. Deletion (1) year [j ɪ r] [ ɪ r] (2) before [b ɪˋ for] [b ɪˋ fo] (3) ball [b ɔ l] [b ɔ ] Results

24. Vowels (Table 4.2) - the absence of the distinction between tense and lax vowels and the shortening of diphthongs (1) road [rod] [r ɔ d] (2) gave[gev] [g ɛ və] (3) live[l ɪ v] [livə] (4) class [klæs] [kl ɛ s] (5) blocks [bl ɑ ks] [bl ʌ ks] (Table 4.2) Results

25. Table 4.2

26. The lack of English phonological knowledge Tend to pronounce a certain sound instead of English consonants which don’t appear in Chinese. Inability to perceive voicing contrast like native speakers may imply that Chinese learners cannot produce native- like voicing contrast. (English developmental processes) (Table 4.3) (Table 4.3) Results

27. Table 4.3 塞擦音 阻音

28. 1.Subjects prefer cluster reduction to epenthesis. (Table 4.4) (Table 4.4) 2.Final consonant clusters are more subject to reduction than medial and initial ones (Table 4.6 3. The reduction of consonant clusters is not random, but shows a predictable pattern Discussion

29. Table 4.6

30. Intonation Result

33. Conclusion-- Intonation & stress 1. Tend to read word by word, and separate words through the use of pauses (dull and choppy) 2. Try to say each word with clear articulation 3. The failure to blend words or syllables within thought groups Result

34. 1.Many errors produced by the participants are similar to those made by children acquiring English as their first language 2.The sound/ spelling relationships in teaching pronunciation should be emphasized. Conclusion

35. 1.Only take mandarin into consideration in the investigation of interlanguage. 2.The variability and difficulty in the evaluation of English stress and intonation, since the intonation of each sentence cannot be always fixed. Limitation

36. Expect to investigate the diachronic development of second language acquisition. Suggestion

37. Thank you 碩專一甲 Presentor: 林盈慧 (NA1C0007)

38. Table 4.4 Amounts of error production of clusters of liquid plus another consonant