A Pilot Study on Phonological Features and Pronunciation Difficulties of Junior High School Students in China

Because English's sound system differs from that of non-native speakers' home languages, learning English phonetics can take time and effort. This study focuses on the challenges junior high school students in China face while studying English phonetics. The study aims to pinpoint the English phonemes these students have trouble pronouncing and the common phonological traits of English that these students share. The research design is exploratory and qualitative, and the sample of 20 students was chosen via convenience sampling. Data collection was placed during regular class hours at two junior high schools in China using a phonological evaluation exam. The test evaluated students' proficiency in pronouncing particular English phonemes and examined the phonological aspects of their pronunciation. The study discovered that due to variations between the Chinese and English sound systems, specific phonemes, including /r/, /l/, /ŋ/, /θ/, /ð/, ʃ/, /tʃ/ /h/, /v/, and/w/, are difficult for Chinese students to pronounce. The distinctions between the Chinese and English sound systems are to blame for the difficulty pronouncing these phonemes. For instance, Chinese pupils find it challenging to differentiate and pronounce the English phonemes /r/ and /l/ since they do not exist in Chinese. The same holds for phonemes like /ʃ/ and /tʃ/, which are absent from Chinese. The study suggests including English phonetics instruction in language learning to overcome these challenges. It can also be beneficial to provide children with many opportunities to practice the desired sounds and use visual aids to emphasize the differences between English and Chinese phonemes. Students can better understand the variations between English and Chinese sounds by using visual aids such as diagrams that demonstrate the mouth and tongue locations when pronouncing particular phonemes.