Nowadays, it seems perfectly normal to many Germans using English words in daily conversations, however, on the level of pronunciation, it is common to stick to the German sound system. Yet, there are language learners who know about the different phonological patterns of the two languages.
To understand the reasons why German second language learners face difficulties pronouncing English sounds, this term paper focuses on potential areas of concern. English words are placed into the context of the native language and are characterized by its foreign-sounding accent. This accent is defined as a which give information on a person’s social background and indicate. At the same time, pronunciation itself while the pronunciation of individual sounds does not make a difference in meaning in the German language, it can have a distinctive function in the English language. Many language learners, however, are not aware of this contradiction between their first language and the target language and therefore, tend to pronounce English words incorrectly.
Table of Contents
- 1. Introduction
- 2. Phonetic Performance in Second Language Acquisition
- 3. First Language Interference
- 3.1 Differences in the Phonemic Inventory
- 3.1.1 Problems with /0/ and /o/
- 3.1.2 Problems with /w/
- 3.2 Devoicing of Final Voiced Obstruents
- 3.1 Differences in the Phonemic Inventory
- 4. Perspectives for Language Teaching
- 5. Conclusion
- 6. List of References
Objectives and Key Themes
This term paper investigates the pronunciation difficulties encountered by German speakers learning English. It aims to identify key areas of concern and offer teaching suggestions to overcome these challenges. The paper explores the role of age in second language acquisition, focusing on the impact of first language interference on phonetic accuracy.
- The influence of age on second language acquisition, specifically pronunciation.
- The role of first language (German) interference in English pronunciation.
- Specific phonetic contrasts between German and English, particularly concerning vowels and consonants.
- The impact of the established L1 phonetic system on acquiring new phonetic patterns.
- Pedagogical approaches to address pronunciation difficulties for German learners of English.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting the common occurrence of German speakers using English words within a German phonological framework, resulting in a noticeable foreign accent. It emphasizes that while this accent may not impact meaning in German, it significantly affects communication in English. The chapter establishes the research question: why do German speakers struggle with English pronunciation? It outlines the paper's structure, previewing an investigation into second language acquisition, the role of the first language, a detailed examination of specific phonetic contrasts between German and English, and ultimately, pedagogical implications.
2. Phonetic Performance in Second Language Acquisition: This chapter delves into the challenges faced by second language learners, primarily focusing on the impact of age. It discusses the Critical Period Hypothesis, which suggests that the ability to acquire native-like pronunciation diminishes after puberty. The chapter contrasts the fluency often achieved by younger learners with the difficulties faced by older learners, particularly in pronunciation. It acknowledges conflicting research findings, noting some studies that show older learners can achieve high levels of proficiency through leveraging their developed cognitive skills. The chapter also considers the role of learning environments and the pressure placed on older learners to achieve fluency quickly, which can negatively impact motivation and learning.
3. First Language Interference: This chapter challenges the sole reliance on the Critical Period Hypothesis to explain pronunciation difficulties, arguing instead for the significance of first language interference. It emphasizes the increasing stability of the L1 phonetic system with age, making it harder to acquire new phonetic patterns. The chapter focuses on how the entrenched German phonetic system impacts the acquisition of English sounds. It lays the groundwork for the subsequent sections that explore specific examples of this interference.
Keywords
Second language acquisition, English pronunciation, German speakers, phonetic interference, critical period hypothesis, first language influence, phonological development, teaching methodologies, /θ/, /ð/, /w/, devoicing.
FAQ: Analysis of Pronunciation Difficulties in English for German Speakers
What is the main focus of this academic paper?
This paper investigates the pronunciation challenges faced by German speakers learning English. It examines the influence of age, the impact of first-language (German) interference on phonetic accuracy, and proposes pedagogical approaches to address these difficulties.
What are the key themes explored in the paper?
The paper explores the influence of age on second language acquisition (SLA), specifically pronunciation; the role of German interference in English pronunciation; specific phonetic contrasts between German and English (vowels and consonants); the impact of the established L1 phonetic system on acquiring new phonetic patterns; and pedagogical approaches to address pronunciation difficulties for German learners of English.
What is the Critical Period Hypothesis, and how does it relate to the paper's findings?
The Critical Period Hypothesis suggests that the ability to acquire native-like pronunciation diminishes after puberty. The paper discusses this hypothesis in the context of English pronunciation learning by German speakers, acknowledging both supporting and conflicting research findings regarding the age factor in achieving native-like pronunciation.
What specific phonetic differences between German and English are discussed?
The paper highlights difficulties German speakers face with sounds like /θ/ and /ð/ (the "th" sounds), /w/, and the devoicing of final voiced obstruents. Specific examples of the challenges associated with /0/ and /o/ and /w/ are given.
What role does first-language interference play in pronunciation difficulties?
The paper argues that first-language (L1) interference significantly impacts pronunciation. The established German phonetic system, particularly its stability with age, makes it challenging for learners to acquire new English phonetic patterns. The paper emphasizes that this interference is a crucial factor, in addition to the Critical Period Hypothesis, in explaining pronunciation difficulties.
What pedagogical implications are discussed?
The paper offers suggestions for teaching methodologies to address the identified pronunciation difficulties. While specific methods aren't detailed, the implications suggest a focus on addressing the specific phonetic contrasts between German and English, and understanding the impact of first language interference on learning.
What are the key chapters and their respective content?
The paper includes an introduction outlining the research question and structure; a chapter on phonetic performance in SLA, focusing on the age factor; a chapter on first-language interference, detailing specific phonetic contrasts; and a concluding chapter summarizing the findings and implications for language teaching. It also includes a chapter summarizing the literature used.
What are the keywords associated with this paper?
Keywords include: Second language acquisition, English pronunciation, German speakers, phonetic interference, critical period hypothesis, first language influence, phonological development, teaching methodologies, /θ/, /ð/, /w/, devoicing.
- Arbeit zitieren
- Chiara Alina Sachwitz (Autor:in), 2019, The Acquisition of Phonetic Details. Difficulties of the English Pronunciation for German Second Language Speakers and Teaching Suggestions, München, GRIN Verlag, https://www.hausarbeiten.de/document/1132640
