美国代写论文-汉语无意的发音规则分析

美国代写论文-汉语无意的发音规则分析。根据汉语发音的规则，相似的元音对应不同的单词会有不同的发音。汉语元音在发音上面临着最大一致性的困难。从资源中可以看出，英语中明显缺乏规律性的地方并没有在“Ship or Sheep”中加以说明。该任务将特别侧重于教授汉语元音的发音，因为他们面临着发音的主要困难。具体来说，本次活动将采取一种系统的方法来教授英语元音。元音以其极其细微的变化而闻名。首先，教师将在孤立的情况下产生有针对性的元音。汉语的发音首先要听元音。学生将重复元音，同时立即收到反馈(Hewings, 2007)

As identified in the previous part of this assignment, the key place to teach pronunciation based on the area of difficulty is vowel. There are a number of sounds of vowel when compared to Chinese languages (Baker, 2006). However, these do not have similar identities even if certain vowels existing in English and Chinese are same. As per the rules set in Chinese pronunciation, similar vowels will have different sounds for different words. Chinese ELLs are facing difficulties in the pronunciation of English vowel with maximum consistency. As reflected in the resource, the lack of regularity evident in English are not specified in “Ship or Sheep”.
Similar letters referred to by the book resource do not correspond with different sounds and hence, the Chinese ELLs stay highly dependent on the respective word that they learned from the activities. The tenseness and length of vowel in English end up changing the meaning of specific words as in the case of “fist” and “feast” (Baker, 2006). However, this is not the same in pronunciation of Chinese. Tone or pitch is a major factor to change the meaning related to specific syllable. Hence, while “dip” and “deep” may have different sounds, they are the same for Chinese ELLs. The issue is not regarding the absence of sounds, but regarding the lack of understanding about the difference (Hancock, 2012).
Overview of Task and the Purpose
The task will specifically focus to teach vowel sounds to Chinese ELLs as they face major difficulty in pronouncing it. In the specific sense, this activity will be taking up a systematic approach to teach English vowel. The vowel sounds are known for having extremely subtle variations among them. First, there will be production of targeted vowel sounds by the teacher in isolation. Chinese ELLs will be simply listening to the vowels first. The students will be repeating the vowel sounds while receiving feedback immediately (Hewings, 2007).
The teacher will be further explaining how there is specific making of the target sound. The key emphasis is laid upon shaping the lips, positioning the teeth, and finally enabling articulation. The next step will involve the teacher contrasting the target phoneme with a different sound. The next step will be initiated in which students will be brainstorming words that consist of target sounds (Hancock, 2012). This will be circulated by the teacher and immediate feedback will be provided. Feedback will be the crucial elements of this combination of communicative approaches. The overall teaching will be focusing upon production and recognition for the correct pronunciation of sounds. There are a variety of sounds concerning vowel when compared after Chinese languages. However, this does no longer have similar identities if absolute vowels existing between European and Chinese are the same. As per the guidelines accept within Chinese pronunciation, comparable vowels will have distinctive sounds for special words. Chinese ELLs are dealing with difficulties in the pronunciation concerning fair complexion vowel together with maximum consistency (Baker, 2006). As reflected of the resource, the need over discernment explicit between fair complexion is no longer special of “Ship or Sheep”.

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