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Adapted into a class
lecture note
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1.
2.
3.
4.
Introduction
The role of English phonology in teaching :
focusing on the distribution of English
aspiration & vowel shortening in English
derivations
The interface between English phonology &
phonology of native language:
Conclusion
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The phonological rules (Generative Phonology)to characterize the generalization of linguistic data and the
intuition of native speakers
 phonological rules are regarded as external evidence for
linguistic analysis.
For example:
In Russian, a rule of final devoicing leads to all voiced
obstruents to become voiceless,
Intuition of native speakers:
‘bread’: xelba (Nom.pl.) & Xelbu (Dat. Sg.) >> xlep (Nom. sg.)
Russian learn English:
>>
;
>>

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
Traditional generalization:
a voiceless stop gets aspirated when it occurs
before a stressed vowel and not after s
 fails to interpret why word initial stops are
aspirated even when they are not followed by a
stressed vowel, e.g. P’acific, t’omorrow (Kahn 1976)
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Kahn’s notion of aspiration and syllable structure:
a voiceless stop is aspirated if it is syllable-initial
with the syllable theories:
CV-rule:
Coda rule:

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A segment is able to occupy the coda of the preceding
syllable and the onset of the following syllable.
e.g. happy
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p, t, and k are aspirated only when
exclusively syllable-initial and
hence not when ambisyllabic
(Kenstowicz & Kisseberth 1979: 258)
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Aspiration: English v.s. Mandarin Chinese
e.g. in Mandarin Chinese, [t’an] 攤 ‘stall’ vs. [tan] 單
‘single’
In Mandarin Chinese, the aspiration is distinctive
and hence it result in mispronunciation the
English word ‘after’
>> students are not aware of the syllable structure
for a word after.

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
the rime in an English medial syllable is like:
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
Keep & kept:
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Association lines in structural descriptions are
interpreted as exhaustive.
e.g. chamber:
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3.1 Vowel length in open & closed syllables
e.g. bean is usually pronounced [bin] instead of [bi:n]
(i: is a long vowel being in the closed syllable)
-How come it occurs ?
Vowel length in Chinese is not phonologically distinctive,
i.e. no minimal pairs between [bi] and [bi:].
E.g. i in pi 比 ‘to compare’ & in in pin 柄 ‘handle’
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
Chung’s (1989) Invariant canonical template:

pi & pin
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The [high] feature spreads to an empty onset in Chinese
e.g. ear [ir] & year [yir]
-why Chinese students fail to notice the absence of English glide?
-A segment with [+high] in the onset position will be phonetically
realized as a glide
-The rule of High Spreading is part of Chinese students’ knowledge
of language
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The vowel and the following consonant may not have
different values for the [back] feature, i.e. *ing, *eng,
*um, *om
-Two challenges for Hakka students’ in English learning:
1. difficult in distinguishing pin 貧 ‘poor’ from ping 評 ‘to
criticize’; but pronouncing well [lung] for lung
2. mispronouncing [sink] for sink [singk]
-Findings:
*ing: i [-back] ng [+back]> [- +]>> difficult!
ung: u [+back] ng [+back]>[+ +] >> easy!
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Phonological knowledge should
contribute significantly to the teaching of
English as a second or foreign language.
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Thanks for your kind attention!