Mispronunciation In English

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

* Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and dz.

Why do you wish to become staff on the Zonix Network I feel that I would fit in the staff team with my skills and with what I can do. I am very good at SSing and very good at being just overall moderator, So I am very confident that I would fit in the staff team very well.

1. Graysen uses is currently in what we call the emerging skill level for identifying initial phonemes and the low skill level for matching initial phonemes. At times Graysen shows a good understanding of initial phonemes, but sometimes he confuses initial and final phonemes. For example, one question on the assessment asked him to name the initial phoneme he heard in the word pig and his response was /g/. This is a common misconception I notice in students who are in the early stages of building their phonemic awareness. I do not see this as a problem that will continue, but should be resolved

During our last call, we discussed the transcription of words that the child might pronounce incorrectly and how that might affect the analysis if we transcribe based on phonology. If the word is marked as an error and the correct pronunciation of the word is written within the square brackets and a single colon such as the example below, the MOR program for CLAN will use the real word within the bracket for its analysis.

Right ear difficulty perceiving: j, m, n, ng, z, d, v, b, o, I, a, r, p, ch, h, sh, g, k, f, s, th

John McWhorter’s “The Cosmopolitan Tongue: The Universality of English” argues against a widespread belief that the death of a language signifies the death of a culture (2009). Recently, many linguists and anthropologists have begun to worry that cultures are quickly disappearing because of the death of languages. In fact, it is estimated that of the 6,000 languages currently in use, only 600 will still be in use by the year 2109 (McWhorter, 2009, p. 247). McWhorter questions whether this is an issue that will negatively impact society. McWhorter makes a somewhat convincing argument that the death of a culture does not follow by the death of a language. While many examples are compelling, he relies heavily on reasoning and personal examples and fails to analyze why English as the world language would pose problems for those who do not speak it.

Ever since I was little, I loved to read and write. It was the best way I knew to express my quiet nature. Reading and describing events in detail allowed me to develop skills and confirm my decision to apply as an English student. Having a degree in English will allow me to come out of college with knowledge on a little bit of everything and apply it to serve in several fields, such as publishing to education, even business or government.

Speech sound disorders happen when a child has problems with articulating sounds and sound patters (phonological). However, it was interesting to see that this could also happen with adults whose problems continue on from their childhood, and even those who have suffered from some type of head injury or even a stroke. After reading chapter 9, it was interesting to read that not all speech errors are do to substitution or omission, but to the features of a dialect or accent. Which makes sense from the chapter reading and even goes to show how important it is for professional to keep these differences in mind. It was also noteworthy to read how many of these sounds disorders do not have a known cause, yet they can be caused physically due to

From the data collected during evaluation, Wilre’s speech sounds errors for his articulation that overall affect his everyday life when speaking to his family,peers, teachers and people around him that can’t understand him too well.

Errors are highly inconsistent and vary with the complexity of the articulatory demands, particularly as words increase in length. Interestingly, the speaker is usually aware of his or her errors but is typically unable to anticipate or correct them. Some errors appear to be perseverative, while others anticipatory (Staiger, Finger-Berg, Aichert, & Ziegler,

Resistance: Residents of U.S. communities may not appreciate the presence of non-English speakers. Specifically, they may not like the fact that they do not speak English. The English speaking, U.S. residents may believe that if the non-English speakers are going to live here, then they should learn to speak English. The English speakers may refuse to assist the non-English speakers by ensuring that any public signs or publications (i.e. ballots) are only in English. Alternatively, the non-English speakers may resist the main stream and may refuse to learn English in order to preserve their home culture.

Students may have pronunciation difficulties with linking of ‘should go’ / / as the vowel sound turns from strong to weak when linked to other words. (Ph)

Most of English teachers tend to teach their non-native students grammar rules and vocabulary, get them to participate in communicative activities and become qualified in reading and listening. As a result, teaching pronunciation is not taken into account due to teachers’ assumption of having a lot to do rather than focusing on proper pronunciation. Apparently, they claim that students will acquire it throughout learning. Therefore, there is no need to allocate time for teaching pronunciation. Accordingly, ESL learners encounter many difficulties in proper pronunciation.

The aim of this section is to introduce and explore studies that have already around the topic area of this upcoming study. This chapter will focus on five main themes that have arisen throughout the literature which has been reviewed prior to the study. The themes include the comparison of native and non-native Englishes, the influence of French on English, the difference of British and American English, the expansion of American English and finally the students’ attitudes towards Englishes. From the literature I plan to discover the views of different varieties of English and what effect they have on the student. The different opinions and result of the studies will be compared and analysed in order to aid with the formulation of the