Phonological Theories in English Teaching

• Main Authors: Tseng, Ching-Hsing, 曾慶興
• Other Authors: Chung, Raung-Fu
• Format: Others
• Language: zh-TW
• Published: 1993
• Online Access: http://ndltd.ncl.edu.tw/handle/43299919040828794305

碩士 === 國立高雄師範大學 === 英語教育研究所 === 80 === 　　This thesis aims to study the problems of teaching English. The analysis here is essentially based on the syllable theory of the non-linear framework. 　　In the literature, difficulties in acquiring a second language, in particular, a foreign language are mainly attributed to the lack of paralleling phonemes. For example, the English /r/ and /1/ sounds can be troublesome or even difficult for a Taiwanese student to distinguish in perception or speaking due to the absence of them in Taiwanese. In English, they are contrastive consonants. But no such contrast is present in Taiwanese and in most Chinese dialects (R.O. Ing 1976). Ing suggested that practice be indispensable to bridge the gap between competence and performance. 　　However, for learning English some of the problems cannot be explained solely by the phoneme-based contrastive analysis. Rather, phonological knowledge plays an important role. By phonological knowledge I mean the phonological rules in the theory of Chomsky and Halle's Generative Phonology (1968). For example, Chang Pao-yan (1989) proposed that Chinese students often mispronounce bail [beyl], sale [seyl], and cane [keyn] as bail [bel], sale [sel], and cane [ken]. T. C. Tang (1989) pointed out that students in junior high school may make such a mistake of pronunciation as thank [□] instead of [□]. 　　The above problems, obviously, cannot be solved by phonetic contrastive analysis. But it belongs to the domain of phonological theories. This research is intended to explain these problems on the basis of CVX template (Chung 1989).