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The Causes of Learner Pronunciation Problems in English

The Causes of Learner Pronunciation Problems in English

John Rothgerber
Copyright: © 2019 |Pages: 19
ISBN13: 9781522584674|ISBN10: 1522584676|ISBN13 Softcover: 9781522585022|EISBN13: 9781522584681
DOI: 10.4018/978-1-5225-8467-4.ch015
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MLA

Rothgerber, John. "The Causes of Learner Pronunciation Problems in English." Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners, edited by Nabat Erdogan and Michael Wei, IGI Global, 2019, pp. 361-379. https://doi.org/10.4018/978-1-5225-8467-4.ch015

APA

Rothgerber, J. (2019). The Causes of Learner Pronunciation Problems in English. In N. Erdogan & M. Wei (Eds.), Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners (pp. 361-379). IGI Global. https://doi.org/10.4018/978-1-5225-8467-4.ch015

Chicago

Rothgerber, John. "The Causes of Learner Pronunciation Problems in English." In Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners, edited by Nabat Erdogan and Michael Wei, 361-379. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8467-4.ch015

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Abstract

This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.

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