TASK B: INDIVIDUAL TASK (ESSAY)

Based on the interview and transcription in Task A, there are few

segmental and supra segmental errors made by the respondent. The respondent
has problems in differentiating intonation, stress and rhythm when he speaks in
English language. These errors are caused by language interference,
misconception and overgeneralisation of strong and weak form. There are ways
to overcome the errors made by the respondent.

First of all, for the language interferences, the respondent needs to be

more exposed with listening skills. Listening skills would avoid automated
representation of the native phonological representation in Working Memory
(Gianfranco, 2015). The respondent needs to listen songs in English and write
down the lyric of the song on a piece of paper. Then, the respondent may refer
back to the original lyric of the song and compare with the written lyric. Now, the
respondent will be able to identify his mistakes and learn the misinterpreted word
through listening the song again. So, this method helps the respondent to avoid
language interference between native language and foreign language.

Secondly, misconception can be overcome by mute period before

engaging in oral activities. The respondent may use the bottom-up process to
identify his understanding on differences of a alphabet sounds. The respondent
may come up with few list of words beginning in a such as apple (/pl/) and
academy (/kdmi/) and try pronouncing them. Then, he may listen to the
actual pronunciation and get the idea of the differences between the // and //
sounds. Now, the respondent will understand that sounds are not based on
alphabets.

The last factor which is overgeneralisation of strong and weak form can be
overcome through practice in emphasizing rhythms while speaking English
language. According to Armstrong. E., (2012), strong forms and weak forms must
be balanced. As the respondent is a Chinese, he follows the Mandarin language
which focuses on syllables. The respondent must stress on strong forms than

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weak forms. The respondent requires more reading skills to improve his stress
points. The respondent may read articles and focus on stressing more on the
strong forms. Moreover, the respondent may also record his own pronunciation
by reading out aloud and record the dialogue, then compare the reading with a
recording of the same material made by fluent speakers of English. These
methods make the respondent to be aware of the strong and weak forms used
and improve his pronunciation in English.

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References

Eric Amstrong. (2012). Strong Forms and Weak Forms. [Online]. [Retrieved:
5.4.2017]. From: http://voiceguy.ca/blog/voiceguy/strong-forms-and-weak-
forms

Fangzhi, Cheng. 1998. The teaching of pronunciation to Chinese students of

English. English Teaching Forum, 36, 1, pp. 37-39

Gianfranco Counti. (2015). How to Lessen the Negative Interference of Our

Learners Mother Tongue on Their Target Language Pronunciation
Phonology. [Online]. [Retrieved: 5.4.2017]. From:
https://gianfrancoconti.wordpress.com/2015/05/19/how-to-lessen-the
negative-interference-of-our-learners-mother-tongue-on-their-target-
language-pronunciation/

H. D. Barke, A. Hazari and S. Yitbarke. (2009). Students Misconceptions and

How to Overcome Them. Misconceptions in Chemistry. 294, 21-35. doi:
10.1007/978-3-540-70989-3_2s

Kelly, G. 2000. How to teach pronunciation. London: Longman/Pearson

Education Limited.

Liang Wenxia. Teaching Weak Forms. [Online]. [Retrieved: 5.4.2017]. From:

http://www.geocities.ws/mhdrba/teaching_weak_forms.htm

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National Research Council. (1997). Science Teaching Reconsidered: A
Handbook: Misconceptions as Barriers to Understanding Science.
[Online]. [Retrieved: 5.4.2017]. From:
https://www.nap.edu/read/5287/chapter/5#31