Phonology and Pronunciation Teaching Report: Part A and B

This report provides a comprehensive analysis of phonological features, focusing on assimilation, minimal pairs, and sentence stress within the context of English language learning. Part A defines assimilation as a sound variation where phonemes become similar to nearby sounds, and minimal pairs as word pairs differing by a single phonological element. The report explores how these features present challenges for Lithuanian English learners, considering the differences in their native language. Part B delves into sentence stress, examining its phonetic and phonological aspects, and explaining why it poses difficulties for Lithuanian adult learners due to differing intonation patterns and pronunciation rules. The report highlights the importance of understanding these features for effective English pronunciation and provides a detailed explanation of the issues faced by Lithuanian learners.

Phonology and
Pronunciation
Teaching
(Part A and B)
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TABLE OF CONTENTS
PART A...........................................................................................................................................3
Assimilation.................................................................................................................................3
Minimal pairs...............................................................................................................................4
PART B...........................................................................................................................................5
Describe the feature phonetically and phonologically.................................................................5
Discuss why the feature is problematic to the particular group such as Lithuania adult’s
learners.........................................................................................................................................7
Explain and why think it is a priority for learning English pronunciation..................................9
REFERENCES..............................................................................................................................11
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PART A
Assimilation
Assimilation is described as a variation in the sound in which the sound of some
phonemes such as vowels and consonants tend to become similar to the nearby sounds. It is
considered as a common type of phonological process across languages (Hall and Hastings,
2017). The occurrence of assimilation can be seen between words or within a single word. This
happens when the first sound of the next word is touched by the final sound of a word. The
reason behind this is that when individual talks, he happens to join the words together.
Assimilation takes place in the normal speech. However, it is more commonly seen in
rapid speech. There are some cases, where due to assimilation there is striking difference
between the normal pronunciation in isolation and the sound spoken as a result of assimilation.
For example, English “Handbag” is pronounced as “Hambag” due to assimilation.
Assimilation can be of two types. Synchronic assimilation comprises of an active process that
takes place in a language at a given point in time (Pennington and Rogerson-Revell, 2019).
Diachronic assimilation is a historical sound change. Assimilation comprises of four
configurations, namely:
 Between adjacent segments
 Between those segments that are separated by intervening segments
 Changes that are developed with reference to preceding segment
 Changes that are developed with reference to a following segment
The frequency of occurrence of the assimilations to an adjacent segment is more as compared
to the nonadjacent ones. Further, there are two different types of occurrence of assimilation.
Complete assimilation is one in which the sound that is affected comes out to be exactly the
same as the sound causing assimilation (LaScotte, Meyers and Tarone, 2020). In contrast to this,
partial assimilation is one in which there is similarity in sound with respect to one or more
features but is different with respect to other features.
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Lithuanian language comprises of two main dialects, namely, Aukstaitian and Samogitian
dialect. The two main dialects are distinguished on the basis of unequal pronunciation of the
vowels ‘uo’ and ‘ie’. The Zoque facts and a nasal assimilation rule in Lithuania lie parallel to
each other. It has been found that similar to English and Zoque, the nasal place assimilation in
Lithuanian works to spread place to coronal nasal (Wrembel, Marecka and Kopečková, 2019).
Lithuanian language provides an example of prohibition of velar and palatal nasals. Moreover,
another voicing assimilation rule of Lithuanian language wherein all obstruents in a cluster are
assimilated to the voicing of the last member. These problems faced by the Lithuanian English
learners during assimilation may be attributed to the above mentioned reasons.
Minimal pairs
In phonology, minimal pairs are described as those pairs of words or phrases in a
particular language in which only one phonological element is different. This element can be
chroneme, or phoneme or toneme. Minimal pairs have distinct meanings. For example, “pat” and
“bat” is an example of minimal pair of English consonants (Volenec, 2019). For example, the
differences between [s] and [z] in English can be found out with the help of minimal pairs such
as ‘zip’ and ‘sip’. It can be seen that the only difference in these words is [z] vs. [s].
The ‘s’ and ‘t’ phonemes are considered to be minimal are the contrastive differences
between them are very few with reference to the place, voice and manner. The use of lips,
coronal dorsal features as well as the tongue, all comprise of the place of articulation. There are
various aspects which are covered in the manner of articulation. These include whether a
phoneme is nasal, stop, liquid, affricate or fricative. The aspect related to voices is concerned
with whether a phoneme is voice or voiceless. The place, manner and voice are considered as
distinctions which belong to the non major class. There may be present only one or several minor
feature differences in a minimal phoneme contrast (Stewart and Meakins, 2021). It can be
analysed that ‘pea’ and ‘bee’ are considered to be minimal pairs because the phonemes ‘p’ and
‘b’ are obstruents. Significant differences of sound are featured by the phonemes. It is because of
this reason that they considered as maximal contrasts.
In this way, minimal pairs perform the work of tools that help in establishing the
contrastive nature between two or more sounds. The different dialects of a language may have
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phonemic differentiation. As a result of his, a pair which may be a minimal pair in one accent
may act as a pair of homophones in other accents (Bikelienė and Vaitkevičiūtė, 2018).
With respect to different languages, there exists a contrast between the long and short
vowels. This occurs as a result of the presence of chronemes. Juncture is the difference between
the two phrases that form a minimal pair.
In this way, minimal pairs perform the work of highlighting a sound in a meaningful way.
They also assist the learners in understanding the importance of correct pronunciation of the
sound. There are various activities that can be used for practicing minimal pairs. These are
reverse dictation, drilling and tongue twisters (Hall and Hastings, 2017). Minimal pairs are
considered to be extremely useful in the area of linguistics. This is because with the help of
them, insights can be gained about the co- existence of sound as well as meaning in language.
In order to create minimal pairs and understand them, it is important to take care of the
context. Minimal pair can be created by putting the two sounds in the same environment with
reference to the word position. The surrounding context also needs to be taken care of. Minimal
pairs might cause confusion for the Lithuanian English learners for a number of reasons.
Lithuanian has 23 consonant phonemes (Wrembel, Marecka and Kopečková, 2019). Minimal
pairs are formed by most of the pallatized and non- pallatized consonants. Rather than being the
allophones, these are the independent phonemes.
PART B
Describe the feature phonetically and phonologically
 Definition of sentence stress phonetically –it refers to the degree of emphasis given
syllable as well as sound in speech. It means that explain the multiple patterns which may
support to distinguish meaning of two words.
 Definition of sentence Stress phonologically- it refers to the accent in order emphasis or
prominence given to certain kind of words used in English language.
Sentence stress is particularly a feature of phonology, it is relative emphasis of prominence given
to a certain kind of English words. The stress can be placed on syllables within English sentence
which is known as sentence stress. It is kind of stressed pattern in which identified the
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importance in learning. In most of cases, an adult’s learner emphasis on the English words that
carry necessary data or information. But at certain point, it has been significantly changing,
depending on the particular meaning of speakers.
Sentence stress feature in order to identify the controllable and manageable process of
Lithuania adult’s learners of English. The sentence stress feature work in English and doing
some necessary changes. In this way, learner can focus on the importance of sentence stress and
try to understand the segmentation properties. It might have led to phonemic contrasts with
mental ability and understand the grammar of English language (Atar, 2018). At certain level, it
turns into the multiple segments that have consists of different features in general tends.
An Adult learner can sentence stress while improving grammar of English language at the
time of session. Nowadays, it has been rapidly used the sentence stress by Lithuanian English
learner where they can participate into natural classes. In order to capture the behaviour, attitude
of Adult’s learner in regards of sentence formulation.
As per selected the features of phonetically and phonologically such as Sentence stress
which become consider as music of spoken English language. This type of feature will provide
the better opportunity for Lithuania adult’s learner to remember the accent on one syllable.
Whenever, it uses different kind of content words in English language and consider as key words
of sentence(Buss, 2017). These are plays important role in which carry out the meaningful thing
or sense. In some cases, it may represent the real meaning of content. For Lithuania adults who
are majorly influencing feature of phonetically and phonologically in regards of sentence stress.
The essential thing is make a simple sentence with correct grammar. It provide the sentence its
correct form and its structure (Couper, 2017).
For Example- In classroom session, Students have used the sentence of English language
which means that represent the change in message. This is an extremely important part of
pronunciation, and many teachers spend a time working on this aspect.
The Sentence stress in English language which mainly deals with production of speech
sounds by human. It does not require a proper knowledge of English language being spoken by
Lithuania adult’s learner.
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Discuss why the feature is problematic to the particular group such as Lithuania adult’s learners.
Sentence stress might be problematic for Lithuania adult’s learners of English because
English is a foreign language. These are including different rules of intonation and stress. It has
been identified three different main patterns of Intonation in English language such as failing
intonation, rising and fall-rose while in Lithuanian declarative sentences (LaScotte, Meyersand
Tarone, 2020). These are mainly falling in the both intonation and falling-rising in imperative.
English Stress feature is different in Lithuanian Phonology because it should contain
various kind of pronunciation, both historically and from dialect to dialect. On the basis of
analysis, English stress concentrates on the uses, reference point. An Adult learner’s can receive
an English sound pronunciation. English Stress is different from Lithuanian phonology because
of their words in phases or sentence. It may represent different pitch level from higher to lower.
In this way, it is very difficult for Speaker to maintain coordination in sound, words.
English stress feature is different from Lithuanian Phonology because of their multiple
pattern of stressed and unstressed words across English language sentence. Normally, it
emphasizes on particular words that should consider all necessary information. Although it can
change significantly but it is completely depending on the particular meaning of speaker, what
they want to communicate. That’s why, this kind of variation in sentence stress will be
increasing a problematic for Lithuanian English speaker.
In order to link with reason why English stress is problematic to Lithuanian English
speakers, where they have a lack of ability or capability to understand the English words and
their suitable meaning. Another reason is that when sentence stress is a new forLithuanian
English speakers. Therefore, they were mainly faced certain kind of problem in the
pronunciation production or perception. The Lithuania adult’s learners are majorly facing an
issue because they are not aware about the salience in oral English. If in case, they were picked
out and feel so much stressed in the sentence development. the most stressed is received the
sentence stress problem in feature of Phonology (LaScotte, Meyersand Tarone, 2020). This kind
of situation is implies with different meaning of English language. In the following sentences, it
is indicated as problematic situation and needs to be fixed in proper manner. In most of cases,
Lithuanian English Speaker feel a problematic situation where they did not recognise the direct
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connection of sentence stress in the Speaker voices at the time of rising and falling. The Reason
for problematic issue for English Speaker when they can develop a sentence stress, if a pitch of
voice start high and gets lower by end of sentence. More often, it is enough, but different
sentences with falling intonation can use a stressed verbs as well as objects.
The natural rise and fall in the English language pitch but generally, it can be identified
which kind of words are developed situation of both stressed and unstressed. The Sentence stress
can be increased the level of English language which means that represent rising and failing
intonation. In case of failing intonation, it is far more common, when a group of Lithuanian
learner speak English language with falling intonation (Nguyenand Newton, 2020).
The reason is that when a feature is problematic for Lithuania adult’s learners, because
they have a lack of sense about English language in context of pronunciation. Similarly, it is
directly related to the meaning, words and understanding. This is because when it refers to the
use of multiple stresses on the words. It is very difficult to learners in the conversion of different
meaning of particular messages. Thus, Sentence stress has been covered the overall form of
words, and its correct meaning. In most of cases, people refer to appropriate as well as
inappropriate sentence stress (Hamidovaand Ganiyeva, 2020). In term of appropriate, it may
represent natural sound and correct to way to convey meaningful message. But in term of
inappropriate, it is difficult for person to use right pronunciation which means that not represent
the correct meaning and create as problematic situation of learners.
Lithuania adults learners of English can use English stress and also faced learning
difficulties due to sentence stress(Halland Hastings, 2017). Although, it is one of the most
common problem when arises, if a person is learning a new language. Similarly, this can thing
with Lithuanian English learner face a problem of sentence stress. Generally, Lithuanian English
learner mainly focused on the Grammar, indicates they do not learn English and pronunciation of
words (Nguyenand Newton, 2020). But it is very important to build an understanding towards
sentence or writing them. It observed to make a right sentence and eliminate certain kind of
errors.
This is also reason for problematic of speaker related to a low level of English
pronunciation which may have increased the high level of proficiency but it does not have much
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needed to target the different people. This is true for individual who are in classrooms to teach by
individual people. In most cases, it might be leading the difficulties in the proficiency of
speaking. Due to lack of knowledge, it causes the low proficiency level of English language and
pronunciation of words.
Explain and why think it is a priority for learning English pronunciation.
Sentence stress is a priority while learning English pronunciation because of identification
of signaling in the English sentences. These provide the listener clues to listen every part of
sentence. The priority of sentence stress in context of learning English pronunciation because it
provide the advantage of Lithuania adult’s learners to understand the pronunciation or
perception.
It is an essential aspect to learn sentence stress in order to learn English pronunciation
because English learner to use various course books, which highlights some kind of
pronunciation features and help to develop understanding. By consideration of sentence stress, A
Lithuanian English learner can easily understand the fact about the different words, sound,
meaning on the basis of evidence. Afterwards, it gives a priority as sentence stress in order to
accomplish- different phonemes to deal with intonation patterns, connected with speech features
(Nguyenand Newton, 2020). Moreover, a learner can feel overwhelmed but it may feel insecure
of their own abilities to give priority of learner. That’s why; it is always given the priority for
learning English pronunciation.
The priority for learning English pronunciation is all about the way in which represent as
learning on the basis of sound through phonics, Lithuanian English learner will not only learn
English language comfortably but it is also helping to improve the listening comprehension
ability or capability. Nowadays, pronunciation is an essential or important to improve overall
ability of English language. It means improve reading, while learning new things. Unfortunately,
English may consist of different words and look at same way but it’s pronounced differently
(Hamidovaand Ganiyeva, 2020). Afterwards, the meaning of sentences is also different. So, it is
an essential need for Lithuanian English learner where they need to be learning sound of words
and then frame a sentence. Therefore, it can help to understand actual meaning of content in
proper manner.
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Additionally, it is also focused on the priorities of learner goals in context of English
language pronunciation. It was about the people native language and how it becomes useful
when teaching the pronunciation of English. Usually, it has been gathered more knowledge of
information about the English and then start to learn new words. But this is very specific to them
and working on the specific feature with learners from others.
In case, it may give a priority of English because it helps to improve intelligibility of
individual people. This is really interesting aspect about sentence stress in the English
pronunciation. Therefore, it is considered as high level priority for learner goal where they can
learn English pronunciation in proper manner. It is not necessary aspect in context of priority of
English for a multiple goals. Sentence Stress is fairly high level of priority for adult’s learners,
those are mainly focused on the improve pronunciation and comfortable intelligibility for
speaker or listener. For purpose of improvement, an adults learners need to be focused on the
meaning of English word and its pronunciation. Another way, Sentence stress is an essential
aspect in context of intelligibility. It is quite thin and applicable in different ways. Even the most
interesting fact is establishing a connection with feature of speaking in order to improve vowel
reduction. Particularly, it is mainly focused on the use of different forms.
The important priority of English language pronunciation in context of sentence stress in
order to high light all necessary information, add more value of people speaking skills. There are
lot of reason when needs to be given a more priority of pronunciation, where Lithuanian English
learner need to understand the grammar, vocabulary is exceptionally good thing. But, learners
have a lack of knowledge related the English language pronunciation (Hamidovaand Ganiyeva,
2020). it is having an excellent understanding. Communication in English will be impeded, a
learner will be able to give priority of English. This is helping to construct a meaningful sentence
of information when speaking. Thus, it fails at communicating the message from different ways.
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REFERENCES
Book and Journals
Atar, C., 2018. Should We Teach Pronunciation Explicitly in L2/EFL
Classrooms?. International Journal of Contemporary Educational Research. 5(2).pp.95-
102.
Bikelienė, L. and Vaitkevičiūtė, M., 2018. The coda voicing contrast in Lithuanian learners’
English. Verbum. 9. pp.11-20.
Buss, L., 2017. The role of training in shaping pre-service teacher cognition related to L2
pronunciation. Ilha do Desterro. 70(3). pp.201-226.
Couper, G., 2017. Teacher cognition of pronunciation teaching: Teachers' concerns and
issues. tesol QUARTERLY. 51(4). pp.820-843.
Hall, C. and Hastings, C., 2017. Phonetics, Phonology & Pronunciation for the Language
Classroom. Macmillan International Higher Education.
Hamidova, S. and Ganiyeva, H., 2020. Approaches to the Teaching of Pronunciation in
English. АрхивНаучныхПубликаций JSPI.
LaScotte, D., Meyers, C. and Tarone, E., 2020. Voice and mirroring in SLA: Top-down
pedagogy for L2 pronunciation instruction. RELC Journal. p.0033688220953910.
Nguyen, L.T. and Newton, J., 2020. Pronunciation Teaching in Tertiary EFL Classes:
Vietnamese Teachers' Beliefs and Practices. TESL-EJ. 24(1). p.n1.
Pennington, M.C. and Rogerson-Revell, P., 2019. English pronunciation teaching and
research. Londres: Palgrave Macmillan. 10. pp.978-988.
Stewart, J. and Meakins, F., 2021. Advances in mixed language phonology: An overview of
three case studies. New Perspectives on Mixed Languages.pp.57-92.
Volenec, V., 2019. Nasal place assimilation in Substance Free Logical Phonology.
Wrembel, M., Marecka, M. and Kopečková, R., 2019. Extending perceptual assimilation model
to L3 phonological acquisition. International journal of multilingualism. 16(4).pp.513-
533.
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