ofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics AStudyofChineseEFLLearners’AcquisitionofEnglishFricatives XiaoJing1andZhangYanyan2 1SchoolofForeignLanguageandLiterature,XiangfanUniversity,2SchoolofForeignLanguageandLiterature,WuhanUniversity jingxxxiao@,lucyzhangyy@ AbstractThisstudyattemptstoexaminetheChineseEFLlearner’sacquisitionofEnglishfricativesbyinvolving32non-Englishmajorand26EnglishmajorfreshmenofWuhanUniversityasparticipants.Thedatawerecollectedthroughalisteningdiscriminationtestandareadingdiscriminationtest.Theresultsshowthat(1)allsubjects’performanceinbothtestsisunsatisfactory.
(2)Withregardtolisteningdiscriminationtest,bothgroupsofparticipantshavedifficultyinmakingdistinctions between/D/vs./z/and/w/vs./v/.Astoreadingexercise,allparticipantscannotdiscriminate between/S/and/Z/,/T/and/D/quitewell.
(3)Englishmajorparticipantshavebetterperformancethannon-Englishmajorparticipants,bothinrecognitionandproductionofsounds.ThisisprobablyascribedtothecourseonEnglishpronunciationandintonationtheyattendintheirfirstterminuniversity KeywordsEnglishfricatives,listening acquisition, pronunciation,
1 Introduction Englishfricatives,consistingofninesounds, namely,/f/,/v/,/T/,/D/,/s/,/z/,/S/,/Z/,/h/,havebeenthelargestgroupofEnglishconsonantswithregardtomannerofarticulation.ChineselearnersofEnglishhaveexperiencedmanydifficultieslearningthem(GaoHaiping,2002).However,littleresearchhasbeendonetoinvestigatehowourlearnersperceiveandpronouncethesesounds.Toaddressthelack,thispaperaimstoprobeintothisissuebyansweringthefollowingquestions:
(1)HowwelldoourChineseEFLlearnersperceiveEnglishfricatives?

(2)HowwelldoourChineseEFLlearnersproduceEnglishfricatives?

2 LiteratureReview Asaclearprehensiblepronunciationisthe basisformunication,itisimportant toexaminehowChineselearnersacquireEnglish sounds.Beingthelargestgroupofconsonantsin English,fricativesmayposevariouslearning problemsforourlearners.ChengandHe(2008)is oneofthefewpapersdiscussingtheproblems ChineseEFLlearners’meetintheacquisitionof Englishfricatives.Intheiranalysisoforal segmentalerrorsofadvancedEnglishlearners,they foundthatsubstitutionerrorsareofthehighest frequencyinlearners’segmentalpronunciation errors, among which the fricatives/v/,/D/,/z/greatlyetheother consonants.ordingtotheirresearch,learnersare likelytoreplace/D/with/d/,/z/with/s/,/v/with /w/inmandarinChineserespectively.AndtheyholdthatastherearenosuchsoundsinChinese,learnerstendtosubstitutethenewsoundsinEnglishwiththesimilarsoundsinmandarinChinese. Thesimilarconclusioncanbedrawnfromotherstudies,suchasChenHuaandBiRan’s(2008),SuiZhenhuaandLiChuanbin’s(1998)study.MuchthesameasChengChunmeiandHeAnping(2008),thestudiesmentionedabovefoundthatsubstitutionofconsonants,includingfricatives,isthemajorproblemforChineselearners.Inaddition,theirresearchshowsthatChineselearnershavedifficultytellingthedifferencebetween/v/and/w/.Andtheyhaveascribedthesemistakestoprincipleofleasteffort.Thatistosay,whenconfrontedwithnewsoundswhicharenotfamiliartolearners,theyareliabletousethemostsimilaronestoavoidthedifficultyinpronunciation. Additionisanothermajorproblemfoundinlearners’acquisitionoffricatives.UsingoptimalitytheorytoanalyzeepenthesisintheplexcodesproducedbynativespeakersofBeijingdialect,Fan(2008)pointsoutthatitmonfor 142 ProceedingsofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics Chineselearnerstoadd/u/inpronouncing/f/ whichresultsfromnegativeinfluenceofmandarin Chinese.Forexample,subjectstendtopronounce selfas/seLEfu/,whichisuratebecauseofan additional/E/and/u/. Moremistakeshavebeenfoundinfricatives production.Feng(2005)carriedoutastudyto investigatethephenomenonofChineselearners’ swallowingsounds.Andtheresultdemonstrates thatswallowingsoundsursinconsonantsmost frequently,amongwhichfricativesbeingthesecond largestgroupposingobstaclesforlearners.Andhe alsoascribesthiskindoffaultyacquisitionmainly tothedifferencebetweenEnglishandmandarin Chinesesystem. Exceptfortheanalysisoftheproblems ChineseEFLlearnersmeetwhenacquiringEnglish fricatives,researchershavealsomadeefforttofind waystosolvetheproblems. TotackletheproblemthatChineselearners haveindistinguishing/v/and/w/,XieMi(2009) conductedanexperimenttoexaminetheeffectof frequencyonpronunciationcorrectionbymeansof icmethod.Theresultsoftheexperiment showsthat(1)taskfrequencybringsgreat advantagestopronunciationcorrection;(2)while inputfrequencyandoutputfrequencyboth contributealottopronunciationcorrection,input frequencyoutweighsmuchmore.RauandChang (2009)examinedChineseEFLlearnerproduction ofEnglishinterdentalfricative/θ/byusinga variationistframework.Theresultsdemonstrated thattheurateproductionof/θ/ismainly ascribedtoimmediateicenvironmentand speechstyle.Andthisstudyhas,tosomeextent, drawnthesameconclusionwithXiemi’s(2009). Thisis,frequencycanfacilitatelearners’urate productionof/θ/. Inherinvestigationonhowtopronounce fricativescorrectly,GaoHaiping(2002)heldthe sameopinionwithSuiZhenhuaandLi Chuanbin(1998),ascribingChineselearners’ difficulty of acquiring English fricatives/S/,/Z/,/T/,/D/tothelackofequivalents inmandarinChinese.Andshealsosuggestedthat teachersaresupposedtoparisonbetween thetwolanguagesystemssoastomakethestudents clearaboutthepronunciationofthesesounds. paringEnglishfricativesandChinese ones,WuJianxiao(2008)analyzedtheerrorsin Chinesestudents’pronunciationofEnglish fricativesandattributedthemainreasonsforthese mistakestothelackofequivalentsinmandarin Chineseandnegativetransferoflearners’mother tongue. Tosummarize,thepreviousresearchsuggests thatChineseEFLlearnershavevariousofproblemsinacquiringEnglishfricatives,andthemainreasonisthelackofrealequivalentsfortheEnglishfricativesinMandarinChineseandthenegativetransferofthemothertongue.Itisgenerallyeptedthatwithoutclearprehensiblepronunciation,wecannothavemunicationwithothers.Andinadequatepronunciationmayleadtomunicationevenwiththeresultofdisorientingthelistener.Therefore,itisofgreatimportancetoexamineChineseEFLlearners’acquisitionofEnglishfricatives.
3 Methodology 3.1Subjects Thisstudyinvolves26Englishmajorand32non-EnglishmajorfreshmenatWuhanUniversityasparticipants.Asalmostallofthemareatthesameage,theeducationalsystemsinChinatheyhavebeeninvolvedinhavelittledifference.Inaddition,differentmajorshavedifferentEnglishclasseswithrespectivefocuses.ThoseEnglishmajorshavespecialEnglishpronunciationtrainingclasswithpronunciationcorrectionasthefocus,whereasthosenon-EnglishmajorsonlyprehensiveEnglishclasswithoutspecialemphasisonEnglishpronunciation.ThereforesubjectsoftwomajorsarechosentoparisontofindoutwhetherEnglishpronunciationteachinghashelpedlearnersmakeanyimprovementintheiracquisitionofEnglishsounds. 3.2InstrumentsAslearners’acquisitionofsoundsneedtobemeasuredfromtwoaspects,namely,listeningprehension)andspeaking(production),twoinstrumentsaredesignedforthisstudyordingly,thatis,alisteningdiscriminationtestandareadingexercise(seeAppendices1and2).Thelisteningdiscriminationtestispreparedforexaminingthesubjects’discriminationofpairsofsoundsinprehension,andthereadingexerciseisdesignedtotestsubjects’actualoralproductionofEnglishfricatives.Andthedetailedinformationofthetwotestsislistedasfollows.
(1)ListeningDiscriminationTestThelisteningdiscriminationtestmainlyconsistsoftwosections. Inordertogetfamiliarwiththeirbackground,thesubjectsarerequiredtofillintheirpersonalinformationinthefirstsectionofthetestpaper,coveringicsabouttheirmainmunicatingwiththeirparentsathome;impactbysurroundings,(suchasthemiddleschoolsthey 143 ProceedingsofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics graduatedfrom),whetherornottheirmiddleschoolattachimportancetotheirEnglishpronunciationtraining,theirownattitudetowardsEnglishpronunciationtraining. Themainbodyofthetestpaperliesinthesecondsectionwhichisdesignedtoexaminethesubjects’discriminationofsounds.Sevenpairsofsounds,namely/f/and/v/,/w/and/v/,/s/and /z/,/T/and/s/,/D/and/z/,/S/and/Z/,/T/and/ D/aredesignedtobeincludedinwordsforlearnerstomakedistinctionsoastoexaminesubjects’acquisitionoffricatives.Subjectsarerequiredtolistentotherecordingandchoosethewordtheyhearfromeachpairofwordsinthetestpaper.Tomakesurethatsubjects’choicesarebasedontheirrecognitionofthespecificsound,thesepairsofsoundsaredesignedtoappearinpairsofwordswhicharedifferentonlyinminimalpairs.Andastherearenosufficientminimalpairsforsounds /S/and/Z/,/T/and/D/,SectionTwoofthelisteningdiscriminationtestissubdividedintotwoparts,labeledPartOneandPartTwo. Pairsofwordsforsounds/f/vs./v/,/w/vs. /v/,/s/vs./z/,/T/vs./s/,/D/vs./z/areplacedinPartOne,labeledGroupA,
B,C,
D,Erespectively.Therearesixpairsofwordsineachgroupandeachpairofwordsaredesignedtobedifferentonlyinthetargetpairofsounds. Becauseoflackofsufficientminimalpairsasmentionedbefore,thedistinctionforpairs /S/and/Z/,/T/and/D/aremeasuredinadifferentwayfromthepreviousfivepairsofsounds.TheyareplacedinPartTwo,labeledGroupAandGroupBrespectively.DifferentfromPartOne,therearenopairsofwordsbutpairsofsoundsforsubjectstochooseinPartTwo.Foreachpairofsounds,subjectswouldhearsixwordsfromtherecordingandtheyarerequiredtochoosethesoundsappearinginthesesixwordsoftherecording.Morespecifically,theyshouldmakechoicebetween /S/and/Z/foreachwordtheyhearinGroup A,andbetween/T/and/D/foreachwordinGroupB. Brieflyspeaking,GroupA,CinPartOneandGroupA,BinPartTwoaredesignedforsubjectstomakedistinctionsbetween/f/vs./v/,/s/vs. /z/,/S/vs./Z/,/D/vs./z/.Andthetwosoundsineachpairarethesameintheplaceandmannerofarticulationandonlydifferinvoicing.GroupBinPartOneisdesignedtomakedistinctionbetween/w/and/v/,whichareproducedbydifferentansindifferentwaysbutsoundsimilarandthereforebringdifficultiestolearners.GroupDandGroupEinPartOnearedesignedtomake distinctionbetween/T/and/s/,/D/and/z/respectively,whichsharethesamemannerofarticulationbuthavedifferentplacesofarticulation. ThelisteningmaterialisreadbyanativespeakerinAmericaandrecordedbyMP3,andthedetailsofthesevengroupsareshowninAppendix1.
(2)ReadingDiscriminationTestThereadingmaterialisdesignedalmostthesameasthelisteningdiscriminationtest,consistingofsevengroupsofwords,fromGroupAtoGroupG.Thisisdesignedforstudentstomakeoraldistinctions between/F/and/v/,/w/and/v/,/s/and/z/, /S/and/Z/,/T/and/s/,/D/and/z/,/T/and/D/respectively.Therearethreepairsofwordsineachgroup.Thesameasthelisteningdiscriminationtest,exceptforGroupDandGroupG,thetwowordsineachpairaredesignedtodifferonlyintargetphonemeineverypair.Toavoidthesubjects’consciousnessofthedifferencebetweeneachtwowordsinthepair,allthewordsinthereadingexercisearemixedandlistedrandomly,asshowninappendix2.Tocheckthelearners’oralproduction,allthestudentsarerequiredtoreadallthewordsinthelist. 3.3ProceduresThestudywascarriedoutduringregularEnglishteachingclass.Firstly,thesubjectswereaskedtofillinthepersonalinformationinSectionOneinlisteningtestpaperashonestlyaspossible.AfterthattheywererequiredtolistentotherecordinginSectionTwoandtickthewordsorsoundstheyhadheard.Alloftheirpapersweresubmittedtotheresearchersaftertheyfinishedthelisteningtest.Secondly,theywereinvitedtoanotherquietclassroomonebyonetoreadeachwordinthereadingtestpaper.Andtheiroralproductionswererecordedbytheresearchers.All26Englishmajorparticipantsand32non-Englishmajorparticipantshandedinbothlisteningdiscriminationtestpapersandoralproductionrecordings.Hence,alltheirpapersandrecordingsareregardedtobevalidforthisstudy. Withregardtothelisteningdiscriminationtest,every1pointwillbegiventothesubjectwhenheorshehaschosenthewordorsoundactuallyreadbythespeakerineachpair.Astherearealtogether42pairsofwords,thefullmarkforthelisteningdiscriminationtestis42points. Astothereadingtest,subjects’recordingsweresubmittedtotwoprofessionalteacherswhoareexperiencedinteachingEnglishpronunciation.RPisusedasthereferenceinthisstudytojudgethelearner’spronunciationofEnglishfricatives,andevaluationofsubjects’pronunciationisbasedontheiractualoralproductionoftargetsoundsonly 144 ProceedingsofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics regardlessoftheothersoundsinthewords.Theinter-raterconsistencyforthesetwoteachers’scoringofeverysubjectishigherthan90%,withthedisagreementbeingsolvedbytheirdiscussion.Every1pointwillbegiventoonewordprehensiblybythesubjects.Andasthereare42wordsinall,thefullmarkforreadingexerciseis42points.
4 Resultsanddiscussion Allofthesubjects’scoresforthetwocategoriesareinputintoputer,andtheDescriptiveStatisticsaremadeputersoftwareSPSS13.0andMicrosoftofficeexcel. NMinimumMaximumMeanuracyRateStd.Deviation 4.1Resultsofthelisteningdiscrimination test Table1:ResultsoftheListeningdiscriminationtest forEnglishmajorparticipants listening 26314135.42 /f/vs./v/ 2636 5.38 /w/vs./v/ 2626 4.85 /s/vs./z/ 2646 5.35 /T/vs./s/ 2646 5.58 /D/vs./z/ 2616 3.81 /S/vs./Z/ 2626 5.42 /T/vs./D/ 2636 5.04 84.33%89.67% 80.83%89.17% 93%63.5%90.33% 84% 3.126 .852 1.190 .797 .703 1.357 .987 .916 NMinimumMaximumMeanuracyRateStd.Deviation Table2:ResultsoftheListeningdiscriminationtest fornon-Englishmajorparticipants listening 32243830.47 /f/vs./v/ 3246 5.31 /w/vs./v/ 3216 3.78 /s/vs./z/ 3236 4.88 /T/vs./s/ 3206 4.06 /D/vs./z/ 3205 2.69 /S/vs./Z/ 3236 5.25 /T/vs./D/ 3226 4.50 72.55%88.5% 63%81.33%67.67%44.83%87.5% 75% 3.592 .738 1.289 .907 1.605 1.230 .950 1.047 ItcanbeseenfromTable1andTable2that:
(1)Generallyspeaking,allsubjects’ performanceinthelisteningtestisunsatisfactory.WhiletheEnglishmajorparticipantsachieveanaverageuracyrateof84.33%,thecorrectnesspercentagefornon-Englishmajorparticipantsis72.55%.
(2)Bothgroupshavethelowestscoresforgroup/D/vs./z/,withuracyratesforEnglishmajorparticipantsandnon-Englishmajorparticipantsbeing63.5%(SD1.357)and44.83%(1.23)respectively.
(3)Theirperformanceforgroup/w/vs./v/rankthelastbutoneamongallgroupsforbothparticipants.Theiruracyratesforthispairare80.83%(1.19)forEnglishmajorparticipantsand63%(1.289)fornon-Englishmajorparticipantsrespectively.
(4)Bothgroupsofparticipantshave comparativelybetterperformanceforgroups/f/vs. /v/,/S/vs./Z/,/s/vs./z/,withscoresforEnglishmajorparticipantsandnon-Englishmajorparticipantsbeing89.67%,90.33%,89.17%and 88.5%,87.5%,81.33%respectively.
(5)ItcanbefoundthatEnglishmajor participantshavebetterperformancethannon-Englishmajorparticipantsastheyhaveahigheruracyrateforeachpairofsounds. 4.2ResultsofthereadingtestTable3:ResultsofthereadingtestforEnglishmajorparticipants NMinimumMaximumMeanuracyRateStd.Deviation reading263141 36.31 86.45% 2.429 /f/vs./v/2646 5.77 96.17% .587 /w/vs./v/2636 5.31 88.5% .928 /s/vs./z/2646 5.27 87.83% .533 /S/vs./Z/2626 4.12 68.67% 1.336 /T/vs./s/2656 5.92 98.67% .272 /D/vs./z/2636 5.04 84% .999 /T/vs./D/2636 4.88 81.33% .993 Table4:Resultsofthereadingtestfornon-Englishmajorparticipants NMinimumaximumMeanuracyRateStd.Deviation reading322540 33.63 80.07% 3.949 /f/vs./v/3236 5.28 88% .924 /w/vs./v/3236 4.53 75.5% .842 /s/vs./z/3246 5.22 87% .553 /S/vs./Z/3206 3.66 61% 1.715 /T/vs./s/3246 5.50 91.67% .672 /D/vs./z/3216 4.91 81.83% 1.088 /T/vs./D/3216 4.53 75.5% 1.319 Table3andTable4revealthat:
(1)Allsubjects’achievementsinreadingtest arequitelow.Only86.45%ofEnglishmajor participantsand80.07%ofnon-Englishmajor participantscanproduceprehensibly.
(2)Allsubjects’oralproductionof pair/T/vs./s/isthebestamongallthegroups, withuracyratebeing98.67%and91.67%for Englishmajorparticipantsandnon-Englishmajor participantsseparately.Inaddition,Englishmajor participants’ oral production of pair/f/vs./v/arrivesatanuracyrateof96.17%.
(3)Bothgroupsofparticipantshavetheworst performanceinproducingthepair/S/vs./Z/orally. While68.67%ofEnglishmajorparticipants’oral productionisregardedtoprehensible,the uracyrateofthispairfornon-Englishmajor participantsis61%.
(4)Despitetheirdifferentmajors,all participantshavesimilaradvantagesinEnglish pronunciation.Morespecifically,theirperformance onpairs/f/vs./v//s/vs./z/arebetterthan pairs/D/vs./z/and/T/vs./D/.
(5)Onthewhole,Englishmajorparticipants havebetterperformanceinthereadingtestthan non-Englishmajorparticipantsastheyhavea highermeanforeachpairofsounds. Tosummarize,Themajorfindingsofthe studyareasfollows.
1.Generallyspeaking,allsubjects’ 145 ProceedingsofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics performanceinbothtestsareunsatisfactory.
2.Withregardtolisteningdiscrimination test,bothgroupsofparticipantshavedifficultyin making distinctions between /D/vs./z/and/w/vs./v/.Astoreadingexercise, all participants cannot discriminate between/S/and/Z/,/T/and/D/quitewell.
3.Whileallthesubjectshaveagood performance in groups /f/vs./v/and/s/vs./z/,theirscoresconcerning groups/D/vs./z/and/w/vs./v/paratively low. Therearesomepossibleexplanationsfor learners’performanceconcerningEnglish fricatives.
(1)Relativelygoodperformanceconcerning/f/, /s/,/z/ Subjects’relativelygoodperformanceofthe sounds/f/,/s/,/z/maybeowingtothepositive transferoftheirfirstlanguage.Tobespecific,there arefricatives/f/,/s/,andaffricate/ts/inmandarin ChinesewhichsoundmuchthesameasEnglish fricatives/f/,/s/,/z/.Thisseemingsimilarity betweenEnglishandChineseareassumedtobe beneficialforlearnerstomasterthesethreeEnglish soundsfasterandbetter.WhentheylearnEnglish sounds,theyhavealreadybeenfamiliarwiththe actualwayofarticulationofChinese sounds/f/,/s/,/ts/andverysensitivetothemwhen theycatchthesesounds.Withtheinnateknowledge intheirminds,theycantransfertheknowledgeof theseChinesesoundsintoEnglishandtherefore speeduptheiracquisitionoftheseEnglishsounds. Hence,theycanmaketherightchoicewithouttoo muchdifficultyinlisteningdiscriminationand producemuchprehensiblesoundsorally. Thisisthepositivetransferoftheirmothertongue.
(2)Subjects’difficultyinmakingdistinctions between/w/and/v/ Negativetransferseemstoountformany errorslearnersmakeinperceivingandproducing thepair/v/vs./w/.Negativetransfer,whichisalso knownasinterference,isthenegativeinfluenceor hindranceofL1onL2.Thatistosay,learners’use ofapatternorruleofL1willleadtoanerroror mistakeinL2. Withtheinspectionofsubjects’oral productioninrecordings,itcanbefoundthatmany subjectsareliabletoreplace/v/with/w/when theyproducethesetwosoundsthemselves.Perhaps themainreasonforthissubstitutionisthelackof voicedfricativeas/v/inmandarinChinese. Becauseofnoequivalentsorsemi-eviqualventsfor /v/inmadarinechinese,subjectsareunfamiliar withtheuratewayofarticulation,inotherwords, theyhavenoideaofhowtopronouncethesound /v/andthereforereplaceitwith/w/tosaveeffort. Thisisthenegativetransferoftheirmothertongue.
(3) Learners’poorperformanceof /T//D/and/S//Z/ Asisshownintheprevioustables,subjects havetheworstperformanceastopairs/S/vs./Z/and /T/vs./D/.Thegradesforbothgroups,inparticular thoseinpronunciation,areevidentlylowerthan othergroups.Thiscanalsobeounted,tosome extent,tothenegativetransferoftheirmother tongue.Sameasthesound/v/,therearenodental fricatives/T//D/or palato-alveolar/S//Z/inMandarinChinese.In otherwords,thereisnoequivalencyfourthesefour soundsandsubjectsarenotfamiliarwiththecorrect patternsofarticulation.Therefore,whenconfronted withthesesoundswhicharenewtothem,theytend tosearchforamorefamiliarsoundtosaveeffort, leadingtodifferentkindsofproduction.Thisisalso ademonstrationofnegativetransferofnative language.
5 Conclusion Theresultsofthestudy,onthewhole,providesomesuggestionsforourEnglishteachingandlearning. Firstly,thestudyrevealsbothstrengthsandweaknessesofChineseEFLlearners’acquisitionofEnglishfricatives,whichcouldhelplearnersandteacherstobeclearaboutthedirectionsinEnglishlearningandteaching.Onthewhole,learnershaveencounteredmanydifficultiesinEnglishfricativeacquisition,astheyhaveuracyratesover90%foronlyfewgroupsofsounds.Asweaknesshasbeenfiguredouttoexistin pairs/w/vs./v/,/T/vs./s/,/D/vs./z/,/S/vs./Z/,priorityshouldbegiventothesesoundsincasethatthelearnersfeelconfusedandthereforemakemistakes. Secondly,asthepositiveandnegativeinfluenceofChinesemandarinhasbeenproventointerferewithlearners’Englishlearning,itissuggestedthatteachersexploitthepositivetransferandavoidnegativetransfersoastoenhanceEnglishteachingefficiently. Thirdly,itwasfoundthatEnglishmajorparticipants’haveoveralladvantagesovernon-Englishmajorparticipants.Thismaybeowingtothepronunciationtrainingclassestheyhaveattendedinthefirstsemester.ThisindicatesthatpronunciationtrainingclassplaysanimportantroleinEnglishlearning.Therefore,itissuggestedthatEnglishpronunciationtrainingclassesshouldbeinvolvednotonlyforEnglishmajorsbutalsofor 146 ProceedingsofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics non-Englishmajorsincolleges.
6 Referencesandappendices 6.1References Ellis,
R.(1994).ThestudyofSecondLanguageAcquisition.Shanghai:ShanghaiForeignLanguageTeachingPress. Rau,
D.V.andChang,Hui-Huan.A.(2009).ThinkorSink:ChineseLearners'AcquisitionoftheEnglishVoicelessInterdentalFricative.LanguageLearning.59/3,581-621. Underwood,
M.(1989).TeachingListening.NewYork:Longman. Wang,
G.(1993).PitchmovementsofChineseandEnglishutterancesandtheChineseEFLlearner.PaperforPacSLRF,UniversityofSydney,Australia. Wang,
G.(2005).RevisingtheGoalofEFLPronunciationTeachingintheChineseContext.ForeignLanguagesinChina,6,18-23. Wong,
R.(1993).Pronunciationmythsandfacts.EnglishTeachingForum,31/4,45-46. Yan,
M.(2006).AninvestigationofthefactorsaffectingChinesestudents’prehensionofEnglish.Sino-USEnglishTeaching,3/3,28-29. 陈桦,毕冉.2008.英语专业学生朗读任务重语音能力的发展模式研究.解放军外国语学院学报4:43-49. 程春梅,何安平.2008.高级英语学习者口语音段错误分析-一项基于语料库的研究.解放军外国语学院学报1:38-42. 范烨.2008.二语韵尾辅音群中的增音分析-优选论及感知图框架下的新视角.外国语1: 53-61.冯友.2005.大学英语学习者吞音现象调查-一项 基于语料库的研究.外语教学与研究6: 453-459.高海萍.2002.如何发好英语中的摩擦音.吕梁教 育学院学报19
(4):34-35.何善芬.1997.实用英语语音学.北京：北京师范 大学出版社.寮非.1998.第二语言习得中的母语迁移现象分 析。
外语教学与研究1:31-36.刘锦明,刘晋婉.2002./l.r/语音习得错误：类型、 成因及其矫正.外语教学5:88-93.隋振华,李传彬.1998.英语语音教学中的误区 分析.枣庄师专学报2：78-80.童淑华.2010.英语专业学生口语产出中音段音 位的发展特征.外语教学1：78-82.王桂珍.1990.汉英音幅与基频模式的特点及其 对英语语音教学的启示.现代外语1： 39-48.王桂珍.2005.英语语音教程.北京:高等教育出 版社.汪文珍.2004.实用英语语音教程.上海：上海外 语教育出版社.吴建晓.2008.汉英擦音对比分析.牡丹江师范 学院学报（哲社版）5：69-70.谢谜.2009.频率作用对英语语音纠错的影响-关 于纠正[v]/[w]不分的一项微变化研究.外语研究1：63-69.阎阎莉,蔡金亭.2004.对英语学习者习得英语辅音群的优优优分析.解放军外国语学院学报1：70-74. 6.2Appendices Appendix1:ListeningComprehension 姓名 专业 学号 SectionOne
1.和父母交流的主要语言方式是:
A.普通话
B.方言（ 方言）
C.外语（语）（此题可多选）
2.你高中毕业于:
A.普通高中;
B.外国语学校
3.中学时期学校重视语言培训吗?

A.重视;
B.不重视
4.你对练习英语语音的态度是:
A.喜欢
B.一般C不喜欢
5.若自评,你认为自己的英语发音等级为:
A.优;
B.良;
C.中;
D.差 SectionTwo PartⅠ: Sounddiscrimination:Listentotherecordingandchoosethewordyouhearfromeachofthefollowingpairs. 第一部分：听录音，请从每组两个单词中选择你所听到的单词。
Example: a.leave b.leaf Inthisexample,thewordyouhearisleaf,sothecorrectanswerisb.例题中,你所听到的单词是leaf,所以正确答案是b. GroupA GroupB (1)a.fast b.vast (1)a.wheel b.veal (2)a.rifle b.rival (2)a.verse b.worse (3)a.veal b.feel (3)a.vine b.wine (4)a.halve b.half (4)a.veil b.wail (5)a.save b.safe (5)a.wet b.vet (6)a.surferGroupC b.server (6)a.varyGroupD b.wary (1)a.bus b.buzz (1)a.thick b.sick (2)a.lacer b.laser (2)a.sink b.think (3)a.prize b.price (3)a.faith b.face (4)a.seal b.zeal (4)a.thing b.sing (5)a.lazy b.lacy (5)a.mouth b.mouse (6)a.sip b.zip (6)a.mass b.math GroupE (1)a.breathe b.breeze (2)a.thee b.zee (3)a.bays b.bathe (4)a.clothingb.closing (5)a.then b.zen (6)a.breathingPartⅡ: b.breezing Listentotherecordingandchoosethesoundthathasappearedineachwordyouhear. 第二部分：听录音，选择你听到的单词中所包含的发音。
Example: ash A:
S B:
Z Inthisexample,thesoundthathasappearedinashisS,sothecorrectanswerisA. 例题中,你所听到的单词中的发音是
S,所以正确答案是
A. GroupA GroupB A:
S B:
Z A:
T B:
D A:
S B:
Z A:
T B:
D A:
S B:
Z A:
T B:
D A:
S B:
Z A:
T B:
D A:
S B:
Z A:
T B:
D A:
S B:
Z A:
T B:
D Appendix2:ReadingExercise 147 ProceedingsofThe16thConferenceofPan-PcificAssociationofAppliedLinguistics 姓名______ 专业/班级______________ 请先报出你的姓名、学号，然后按照序号朗读每个单词。
我的姓名是：____________我的学号是：____________
1 explosion
2 serving
3 thing
4 wail
5 razor
6 them
7 clothing
8 racer
9 face 10
zink 11breathe 12wet 13expression 14sick 15breeze 16view17asion18surfing19few20theme21leaf 22 wheel 23 then 24 breath 25 veil 26 closing 27 pleasure 28 vet 29 sink 30 veal 31 zen 32 thick 33 confession 34 leave 35 pence 36 faith 37 sing 38 bathe 39 pressure 40 teeth 41 pens 42 clothe 学号________ 148