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Plosives
Bad
bind
Pat
Kick
Swallowed aspiration
Full release as one identifiable feature of aspiration,
e.g., /pet/,
i.e.
/p/ : lips remain closed;
/t/ : the tongue tip clings to the roof of the mouth
/k/ : the back of the tongue clings to the roof of the mouth.
Fricatives
/z/
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Cantonese does not have /z/, so this phoneme is always
replaced by /s/.
/θ/ and / /
Thick
Faith
Then
/ /
How do your students tend to say these words?
She
Shoes
Should
Fish
• mispronounced as /s/
• e.g., "see" and "she", "same" and "shame" will be
problematic.
• This situation is complicated by the fact that before the /u:/
sound as in "moon" /mu:n/, learners will substitute / / for
/s/, so they will pronounce "Sue" /su:/ as "shoe" / u: /.
/ /
• no such sound in Cantonese, so Cantonese learners of English
find it particularly hard to learn.
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•/ / has a defective distribution, i.e., rarely occurs in
syllable-initial positions, and is seldom found in syllable-final
positions. Difficult to detect the existence of this sound.
E.g., ‘Pleasure’ ‘Usual’.
the absence of the sound in Cantonese makes the learner less
prepared to detect such a sound in the English language.
Affricates
Jump
Cheap
Jack
Jam
Jim
Ride vs wide
Rick vs lick
Nick vs lick
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Nine vs line
Nip vs lip
Help vs hep
Bottle vs Auto
/l/ and /n/ do not constitute phonemes, i.e., both are allowed to
mean the same sound in initial positions and usually /l/ is used
in initial positions.
Vowels
/u:/ and / /
Cantonese learners also have problems distinguishing /u:/ in
"shoot" from // in "book".
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/i:/ and / /
Cantonese learners tend to underdifferentiate the difference
between the vowels /i:/ and / /, so will have difficulties
distinguishing word pairs like "cheap" and "chip", where the
former should be pronounced with a long vowel and the latter a
short vowel. They tend to pronounce both words with a short
vowel.
/ : /, / / and / : /
Cantonese speakers may have problems distinguishing the
above vowels in words like "hard" /h :d/, "cup" /kp/ and
"caught" /k:t/.
Diphthongs
Consonant clusters
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These may be simplified by deleting one or more of the
consonants. The consonants most often deleted are /l, t, d/,
for example "hold" may become /hd/ or /h/.
Weak Forms
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Linkage
How do you say the following phrases with the least effort?
Linking sounds:
~1234~
Occuring
• when two words are in the same tone group
• the first ends with a consonant
• the second begins with a vowel
Say these:
"國際機場" and "約翰以前學過法文"
Say these:
"International airport" and "John has learnt French before",
Conclusion:
L1 transfers:
Transferring t h e c l o s e s t s o u n d s w h e n
no such soun d s i n C a n t o n e s e
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Unaware of a feature / sound / pattern in
English:
Voicing not t h a t c o m m o n i n C a n t o n e s e
and does not c o n s t i t u t e a d i f f e r e n t
phoneme
The stress / r h y t h m p a t t e r n d o e s n o t
constitute a m a j o r c o m m u n i c a t i o n
signal
Overgeneralization:
Realizations o f s o u n d s d e c o d e d f r o m
spellings ca n v a r y a c c o r d i n g t o
situation, e . g . , ‘ Ap p l e ’ v s
‘about’ n o t a w a r e o f t h i s a n d
thus general i z i n g p r i n c i p l e s a c r o s s
words and si t u a t i o n s
Reazlization s o f s o u n d s v a r y
according to t h e c o n t e x t , e . g . ,
function wor d s g e t u n s t r e s s e d i n
natural, con n e c t e d s p e e c h .
generalizing p r o n u n c i a t i o n a c r o s s a l l
situations
Implications for t e a c h i n g ?
Isolated sou n d s d r i l l s t o p r e v e n t
transfers
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Awareness-ra i s i n g t e a c h i n g a p p r o a c h e s
through the u s e o f m e t a l a n g u a g e ,
visual aids, ( e . g . , s p r e a d i n g o f
lips, articu l a t o r s , p l a c e o f
articulation , v o i c i n g , c a n d l e s ,
touching thr o a t f o r v i b r a t i o n ,
audibility o f s o u n d s , e t c . )
Contextualiz i n g t e a c h i n g o f s o u n d s t o
raise awaren e s s o f v a r i a t i o n s a c r o s s
contexts (pr e s e n t i n g s e g m e n t s o f
natural spee c h t o r a i s e s t u d e n t s ’
awareness, e t c . )
Contrastive t e a c h i n g a p p r o a c h e s t o
show sounds w h i c h c a n g e t t r a n s f e r r e d
easily from t h e s i m i l a r L 1 s o u n d s ;
again can be d o n e u s i n g m e t a l a n g u a g e ,
visual aids, e t c .
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