This work is titled “A Contrastive Analysis of the English and the German Sound System. Problems and Suggestions for Teaching.”
The features of sound in a language are systematically structured. They are divided into two main branches:
(a) the branch of segmental features including consonants and vowels, and
(b) the branch of supra-segmental features including stress, intonation, pause, juncture, and rhythm
(Nasr 1997: 2).
My paper refers to branch (a) and illustrates the differences between the English (RP) and German consonant and vowel systems. The resulting contrasts reveal the main difficulties German learners of English are confronted with, therefore, these need to be exposed in teaching (Kufner 1971: 36).
After contrasting the sound systems, I will comment on the aim and importance of learning English pronunciation, and then I will explain the error degrees caused by the sound contrasts. Later, there is an overview of the most important qualifications of a phonetic teacher, and finally I will provide suggestions for teaching the pronunciation difficulties caused by the differences between the two languages.
Table of Contents
1. Introduction
2. Contrastive Analysis
2.1. The Consonants
2.1.1. Phonemic Problems: /w/, /θ/, /ð/, /ʒ/, /dʒ/
2.1.2. Phonetic Problem: Clear and Dark /l/
2.1.3. Allophonic Problem: Aspiration of Word Final /p/, /t/, /k/
2.1.4. Distributional Problems
2.1.4.1. Consonant Clusters
2.1.4.2. The Sounds /s/ and /ŋ, ŋɡ, ŋk/
2.1.4.3. Final Devoicing
2.2. The Vowels
2.2.1. Vowel Inventories - General Differences
2.2.2. Front Vowels
2.2.3. Central Vowels
2.2.4. Back Vowels
3. Teaching English Pronunciation
3.1. Aim and Importance of Learning Pronunciation
3.2. Error Hierarchy
3.3. Qualifications of the Teacher
3.4. Teaching Suggestions
3.4.1. General Suggestions
3.4.2. Suggestions for Teaching Particular Difficult Sounds
4. Conclusion
Objectives & Core Topics
This work aims to identify and analyze the phonetic and phonological differences between the English and German sound systems to provide effective pedagogical strategies for German-speaking learners of English. By applying a contrastive analysis, the paper seeks to highlight the primary sources of pronunciation errors that arise when learners transfer native language habits to the target language.
- Contrastive phonological analysis of English and German consonant systems.
- Examination of vowel inventory differences, including tension and distribution.
- Categorization of common learner errors via an error hierarchy.
- Assessment of the necessary qualifications for phonetic teachers.
- Practical pedagogical suggestions and exercises for overcoming specific pronunciation obstacles.
Excerpt from the Book
2.1.4.3. Final Devoicing
The last but not least distributional problem is caused by a characteristic of the German language, the final devoicing that does not exist in English. It is a phonetic rule which commands that “[v]oiced obstruents are devoiced when occurring in a syllable-final position” (König and Gast 2007: 15). Independent of any particular phoneme, final devoicing comprises obstruents: fricatives, plosives, and affricates. An example is the pronunciation of Rad: the final /d/ is devoiced [ʀa:t], as a result, the difference between Rat and Rad cannot be heard. It only becomes audible in other forms of these words in which the relevant plosives are not placed at the end of the syllable, as in the plural form Räder that is pronounced [ʀɛ:.dɐ] (whole paragraph: König and Gast 2007: 15).
The situation in English is fundamentally different. If German students adapt this rule to English syllable-final obstruents, the word meanings change: cab becomes cap, bed becomes bet, bug becomes buck, leave becomes leaf, and his becomes hiss (Kufner 1971: 63).
Summary of Chapters
1. Introduction: Outlines the scope of the paper, focusing on segmental sound features and the rationale for contrasting English and German sound systems.
2. Contrastive Analysis: Investigates the specific differences in consonants and vowels, categorizing them into phonemic, phonetic, allophonic, and distributional problems.
3. Teaching English Pronunciation: Discusses the goals of pronunciation learning, error hierarchies, teacher requirements, and provides concrete teaching suggestions to mitigate learner difficulties.
4. Conclusion: Summarizes the key findings regarding the sound-related obstacles faced by German learners and reiterates the importance of targeted pedagogical intervention.
Keywords
Contrastive Analysis, English Phonology, German Learners, Segmental Features, Phonemic Problems, Allophonic Variation, Distributional Problems, Final Devoicing, Pronunciation Teaching, Error Hierarchy, Vowel Inventories, Consonant Clusters, Articulation, Language Acquisition, Phonetic Transcription.
Frequently Asked Questions
What is the primary focus of this work?
This work provides a contrastive analysis of the English and German sound systems, specifically identifying pronunciation challenges for German-speaking learners of English.
What are the central themes discussed?
The core themes include segmental features (consonants and vowels), the classification of pronunciation difficulties, error hierarchy in language learning, and practical teaching strategies.
What is the main research objective?
The goal is to detect the causes of common pronunciation errors by comparing the structural differences between English and German, thereby offering educators tools to improve student comprehension and production.
Which scientific methods are utilized?
The author employs a contrastive linguistic methodology, utilizing phonological analysis and referencing established phonetic theories to categorize and address learner-specific difficulties.
What is the core content of the main section?
The main section details the differences in consonant and vowel inventories, explains distributional problems like consonant clusters and final devoicing, and outlines pedagogical approaches for teaching difficult sounds.
Which keywords characterize this paper?
Key terms include contrastive analysis, phonemic problems, final devoicing, phonetic teaching, and error hierarchy.
How does the author define the "Error Hierarchy"?
The author references a classification of errors based on listener reaction: those causing breakdown of intelligibility, those causing irritation or amusement, and those that pass largely unnoticed.
Why does the author suggest avoiding printed text initially in pronunciation lessons?
To prevent "confusion with the nomic spelling," as learners often revert to German spelling-pronunciation habits if they see the written word before hearing its correct phonetic realization.
How can "nonsense dictation" help a learner?
It allows students to focus entirely on the mechanics of sound production without the cognitive interference of recognized word meanings, helping to smooth over difficult sound combinations.
- Arbeit zitieren
- Nermin Bastug (Autor:in), 2011, A Contrastive Analysis of the English and the German Sound System , München, GRIN Verlag, https://www.hausarbeiten.de/document/195175
