Teach English in GAnduo Zhen - Yangzhou Shi

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Pronunciation can be defined as the way in which a person sounds the lexical item of a language while speaking. Like other varieties, Pakistani English has also developed a variety which is known as Pakistani English. This variety has its own certain phenological attributes. Similar to other country speakers, Pakistani speakers also face pronunciation problems. This essay aims to elucidate the pronunciation issue of Pakistani speakers. The verbal expression of these learner manifest pronunciation features that is the upshot of imperfectly learning the pronunciation, either by shifting rules from L1 into English or through applying procedure which the speaker uses in L1. Sometimes bad pronunciation is owing segmental feature and the learner craze to speak it like a native by endeavoring it erroneously. The principal problem associated with pronunciation is the speaker trying to mix-up distinct sounds of the English language with their primary language. In this part of the world, English language learners amalgamate and mix English and Urdu sound which is certainly unalike and they strive to form their organ of speech as doing for Urdu sounds when producing English sound. This is on account first language. For example, different languages in Pakistan are spoken in separate parts of the country, they confront the problem when pouncing English words. As we can see that in Pakistan English speakers have a problem when they pronounce ‘f ’sound they tend to replace this sound with ‘ph’ as this is because of mother tongue interference. The second factor contributing to substandard pronunciation is suprasegmental and segmental attributes. Supra segmental features are also named as prosodic features while segmental features deal with the vowels and the consonant. It is an onerous task trainee of the English language in Pakistan to construct foreign sounds with his own speech organs. In English, vowels are spoken with the distinct position of tongue lips and jaw but in Urdu, these are perceived in the natural position of the oral cavity and they often bemuse different sounds. For instance, Pakistani learners mostly confused ‘W’ and ‘V’ sound in wine and vine because they replace one phenome with another phoneme and it is called phenomena difficulty. Furthermore, In Pakistan learner have difficulty when pronouncing ‘Th’ sound. The ‘Th’ sound in the word ‘Think’ is voiced while the same sound ‘Th’ in the word ‘Thank’ is voiceless. This is due to when one places the tip of the finger with the throat, one feels the vibration with the former and with the later one will not. Pakistani speakers mostly have difficulty when uttering the two ‘Th’ sound because these sounds are not available in their language, they tend to replace voiceless ‘Th’ with ‘t’ or ‘s’ sound. Pakistani speakers say, ‘sank a lot’ or ‘tank’ a lot when actually means to say thank a lot, and when they try to say ‘thinking’ they say it like ‘tinking’. This issue is because there are certain sounds that are not found in the primary language of speakers and they replace it with other sounds. Moreover, pronunciation issue occurs when the speaker yearns for fluency and have craze to speak without unnecessary pauses and while endeavoring fluency in speaking, they become oblivious to the rules of sound changing and connected speech and commit mistakes. For example, the expression ‘Dad take’. When the student aims to speak it with a flow and quickly, they pronounce it like ‘Dat take’ instead of Datake. Last but not the least, is one of the factors which lead to mispronunciation. Transliteration means when the sounds of L1 are constantly used in the pronunciation of the target language. For instance, Urdu is the primary language of the speaker of Pakistan and they are persistently in the convention of using sounds from L1. This reiteration of uttering English sound in primary language style cements substandard pronunciation. In conclusion, the pronunciation problems in Pakistan are multifarious in number. It is commonly believed that when the sound is not available in learner L1 then it becomes a laborious task for them to produce them. Hence, it is integral for Pakistani learners to tackle the problems of mispronunciation. However, it is found that despite strenuous and extra efforts to accomplish pronunciation like a native is hard not to cracks.