In articulation treatment and diagnosis, it is essential to possess a thorough knowledge of what is “normal” as well as what is “defective” articulation. The /r/ phoneme is one of the most frequently occurring and most commonly defective sounds. There are two different tongue positions for the /r/ phoneme described in the literature (retroflex and central hump), with many assumptions about which tongue position is “normal” or “most common.” None of these assumptions, however, are based on empirical data. The purpose of this study was to provide some normative data regarding which of the two tongue positions is most common in children who have learned to produce the /r/ phoneme normally with no clinical assistance. Six research questions were posed: (1) Do children produce the /r/ phoneme more commonly with retroflex or central hump tongue position? (2) Are there sex-related differences? (3) Are there differences in tongue position when the /r/ is used as a consonant or vowel? (4) Are there differences in tongue position when the vocalic \r\ is stressed or un-stressed? (5) Are there differences in tongue position relating to the position of the /r/ phoneme within a syllable? (6) Does phonetic context affect the tongue position of the /r/ phoneme?

No description available.

Lam Wai Yung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 126-133). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iv / Table of contents --- p.v / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1 .1 --- Background --- p.1 / Chapter 1.2 --- Purposes of The Study --- p.7 / Chapter Chapter 2 --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Phonological Awareness and Reading --- p.8 / Chapter 2.1.1 --- Word recognition and reading --- p.8 / Chapter 2.1.2 --- Relationship between phonological awareness and reading performance --- p.9 / Chapter 2.2 --- Two Views About Levels of Phonological Awareness --- p.12 / Chapter 2.2.1 --- Linear view of levels of phonological awareness --- p.13 / Chapter 2.2.2 --- Hierarchical view of levels of phonological awareness --- p.14 / Chapter 2.3 --- Measurement of Phonological Awareness --- p.16 / Chapter 2.3.1 --- Various task types --- p.17 / Chapter 2.3.2 --- Various levels of difficulty of phonological tasks --- p.22 / Chapter 2.3.3 --- Task analysis studies --- p.23 / Chapter 2.4 --- Development of Levels of Phonological Awareness --- p.26 / Chapter 2.4.1 --- Developmental sequence of phonological awareness --- p.26 / Chapter 2.4.2 --- Underlying reasons for the sequential development --- p.29 / Chapter 2.5 --- Levels of Phonological Awareness and Reading --- p.30 / Chapter 2.5.1 --- Syllable awareness and English reading --- p.31 / Chapter 2.5.2 --- Phoneme awareness and English reading --- p.32 / Chapter 2.5.3 --- Onset-rime awareness and English reading --- p.34 / Chapter 2.6 --- Chinese Reading English as A Second Language --- p.39 / Chapter 2.6.1 --- Orthographic and phonological differences between Chinese and English --- p.39 / Chapter 2.6.2 --- Influence of learning Chinese on phonological awareness - --- p.41 / Chapter 2.6.3 --- Phonological awareness development in Chinese children - --- p.44 / Chapter 2.6.4 --- Effects of first language learning on reading English --- p.49 / Chapter Chapter 3 --- METHOD --- p.54 / Chapter 3.1 --- Subjects --- p.54 / Chapter 3.2 --- Tasks --- p.55 / Chapter 3.2.1 --- Syllable level tasks --- p.57 / Chapter 3.2.1.1 --- Syllable detection --- p.57 / Chapter 3.2.1.2 --- Syllable deletion --- p.58 / Chapter 3.2.2 --- Onset-rime level tasks --- p.58 / Chapter 3.2.2.1 --- Onset-rime detection --- p.58 / Chapter 3.2.2.2 --- Onset-rime deletion - --- p.59 / Chapter 3.2.3 --- Phoneme level tasks --- p.60 / Chapter 3.2.3.1 --- Phoneme detection --- p.60 / Chapter 3.2.3.2 --- Phoneme deletion - --- p.61 / Chapter 3.2.4 --- Word recognition test --- p.62 / Chapter 3.2.5 --- The Raven's Standard Progressive Matrices --- p.62 / Chapter 3.3 --- Procedure --- p.63 / Chapter Chapter 4 --- RESULTS --- p.64 / Chapter 4.1 --- Descriptive Data --- p.64 / Chapter 4.2 --- Patterns of Phonological Awareness --- p.66 / Chapter 4.2.1 --- The performance of three graders in the tasks of three levels of phonological awareness --- p.66 / Chapter 4.2.2 --- Patterns of phonological development --- p.76 / Chapter 4.3 --- Measuring Phonological Awareness: Detection Vs. Deletion --- p.82 / Chapter 4.4 --- Predicting English Word Reading Performance --- p.92 / Chapter 4.5 --- Summary of Results --- p.95 / Chapter Chapter 5 --- DISCUSSION --- p.98 / Chapter 5.1 --- Patterns of Phonological Awareness --- p.98 / Chapter 5.1.1 --- Progressive development in phonological awareness over grade --- p.98 / Chapter 5.1.2 --- The characteristics of phonological development in Hong Kong children --- p.103 / Chapter 5.1.3 --- Developmental progression from large via medium to small units --- p.107 / Chapter 5.2 --- Measurement of Phonological Awareness --- p.110 / Chapter 5.3 --- Phonological Awareness and Word Reading --- p.114 / Chapter Chapter 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.120 / Chapter 6.1 --- Major Findings --- p.120 / Chapter 6.1.1 --- Patterns of phonological awareness --- p.120 / Chapter 6.1.2 --- Measurement of phonological awareness --- p.120 / Chapter 6.1.3 --- Phonological awareness in predicting English reading --- p.121 / Chapter 6.2 --- Limitations --- p.122 / Chapter 6.3 --- Implications and Recommendations --- p.123 / Chapter 5.6.1 --- Pedagogical implications --- p.123 / Chapter 5.6.2 --- Future research recommendations --- p.124 / References --- p.126 / Appendixes --- p.134

Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Dept. of Electrical Engineering and Computer Science. / Microfiche copy available in Archives and Engineering. / Vita. / Bibliography: leaves 403-416. / Ph.D.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

Acompanha: Ensino de fonética da língua inglesa com uso de material digital / O ensino da fonética da Língua Inglesa pode colaborar para uma melhora na oralidade do aluno através de uma comunicação condizente entre o falante e o interlocutor. Diante dessa perspectiva, um dos questionamentos da professora pesquisadora era sobre o equívoco dos alunos pronunciarem oralmente – fonema – palavras da Língua Inglesa da mesma forma que são escritas – grafema, sem perceberem que no Inglês a oralidade nem sempre é como se vê a palavra na forma escrita. Assim, o objetivo desta pesquisa é mostrar a efetividade do ensino de fonética para aprendizes de Língua Inglesa dos mais variados níveis, com foco neste trabalho para o Ensino Médio, onde o próprio aluno possa se apropriar de determinados aspectos fonéticos e produzir adequadamente o gênero textual oral limerick. O referencial teórico para este estudo conta com as contribuições de Cristófaro-Silva (2005), Celce-Murcia, Goodwin, Griner (2010), Brinton et al. (2010), que discutem o ensino da fonética da Língua Inglesa, e Marcuschi (2002), Cristovão (2005), que discorrem sobre o uso de gêneros textuais em sala de aula. Como metodologia científica são utilizados os tipos de pesquisa de campo, bibliográfica, descritiva, experimental e analítica. A descrição e análise das atividades aplicadas mostram que os alunos usaram aspectos fonéticos do inglês trabalhados para sua produção textual oral. Apesar das dificuldades encontradas durante a aplicação do material, como falta de estrutura e poucas aulas para execução, uma parcela significativa dos alunos participantes da pesquisa produziu oralmente o Limerick de forma satisfatória em relação aos parâmetros gerais desse gênero textual oral. / The teaching of phonetics from English Language can collaborate to an oral improvement from students through a suitable communication between speaker and listener. Facing this perspective, one of the researcher-teacher´s question was about the misunderstanding from students when saying orally – phoneme – words in English Language in the same way they are written – grapheme, without observing that in English the orality is not always as you see the words in their written form. Therefore, the objective of this research is to show the effectiveness from phonetic teaching to English Language learners from different levels of knowledge, with focus on this paper on High School, where the student can appropriate him/herself from determined phonetic aspects and produce the oral genre limerick. The theoretical referential for this study is based in the contrbutions from Cristófaro-Silva (2005), Celce-Murcia, Goodwin, Griner (2010), Brinton et al. (2010), whose discuss English Language phonetics teaching, and Marcuschi (2002), Cristovão (2005), who discuss about text genre in the classroom. As scientific methodology is used at this paper field research, bibliographical, descriptive, experimental and analytic. The entailment from this study shows that the students applied the English sound organization to its orally application. Despite of the difficulties faced through this material application such as a lack in the school structure and few classes to the application, the students, which participate on it, had condition to produce the limerick in a suitable form to this genre characteristic.

Every Japanese high school student studies English for at least six years. However, the results of this study, especially in speaking, are poor. In the present study, educational, sociocultural, and linguistic obstacles to learning for the Japanese student are considered. An educational system oriented toward passing college and university entrance examinations has distorted English curriculum. Furthermore, English teachers in Japan lack proficiency in the language. The teaching staffs and materials of language schools are poorly regulated. Concern with relative status, group identification, and loss of face acts as a deterrent to learning. For many learners the wrong type of motivation may exist. Consideration of phonological obstacles was limited to the area of rhythm (speed, stress, word grouping, pausing). An error analysis of the speech of twenty-five Japanese students of college age was carried out using recordings of an accent inventory. Speech was recorded both aurally and visually. No comparison of English and Japanese rhythm was made either aurally or visually. The students' speech was also rated by three native speakers for the amount of foreign accent in the area of rhythm. Three possible causes of errors were considered: language transfer, intralingual interference, and the universal hierarchy of difficulty. The source of the majority of errors was found to be due to interference. The Japanese were found to have problems in segmentation and stressing due primarily to the fact that English is a stress-timed language and Japanese is a syllable-timed one. The number of types of errors and total phonation and pause time correlated with the foreign accent rating. The best solution to the educational obstacles facing the Japanese English learner would be the divorcement of English from the entrance examinations and a reeducation of English teachers. Native-speaking English teachers should be made aware of the cultural constraints which limit the Japanese student's learning. Future teaching programs and materials should place more emphasis on intonation and rhythm for the Japanese English learner, particularly in the grouping of words.

Wong, Wing Sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 215-241). / Abstracts in English and Chinese; some appendixes include Chinese. / Title Page --- p.i / Acknowledgments --- p.ii / Abstract --- p.iv / Table of Contents --- p.viii / List of Tables --- p.xiii / List of Figures --- p.xvii / Chapter Chapter1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review --- p.5 / Chapter 2.1 --- Phonology in Second Language Acquisition --- p.8 / Chapter 2.2 --- Modeling Speech Perception --- p.8 / Chapter 2.2.1 --- Speech Learning Model --- p.8 / Chapter 2.2.2 --- Perceptual Assimilation Model --- p.11 / Chapter 2.2.3 --- Native Language Magnet Model --- p.13 / Chapter 2.3 --- Linking Up Speech Perception and Production --- p.16 / Chapter 2.3.1 --- The Motor Theory --- p.17 / Chapter 2.3.2 --- The Direct Realist Approach to Speech Perception --- p.18 / Chapter 2.3.3 --- General Approach to Speech Perception --- p.20 / Chapter 2.4 --- Training in the Laboratory --- p.21 / Chapter 2.4.1 --- Discrimination vs. Identification Training --- p.22 / Chapter 2.4.2 --- High-Variability Phonetic Training (HVPT) --- p.25 / Chapter 2.4.3 --- Vowel Training Studies --- p.30 / Chapter 2.4.4 --- Perceptual Training on Production --- p.34 / Chapter 2.4.5 --- Summary of Previous Research --- p.38 / Chapter 2.5 --- Current Research Background --- p.38 / Chapter 2.5.1 --- Cantonese Vowel System vs. English Vowel System --- p.39 / Chapter 2.5.2 --- Cantonese Learners' Difficulties --- p.42 / Chapter 2.5.3 --- The Present Research --- p.44 / Chapter 2.6 --- Pilot Study --- p.45 / Chapter 2.6.1 --- Purpose --- p.45 / Chapter 2.6.2 --- Participants --- p.45 / Chapter 2.6.3 --- Procedures --- p.46 / Chapter 2.6.4 --- Results --- p.47 / Chapter 2.6.4.1 --- Perceptual Performance --- p.47 / Chapter 2.6.4.2 --- Production Performance --- p.49 / Chapter 2.6.5 --- Discussions & Suggestions --- p.50 / Chapter 2.7 --- Research Questions --- p.53 / Chapter Chapter3 --- Research Methodology --- p.54 / Chapter 3.1 --- Research Subjects --- p.54 / Chapter 3.2 --- Research Design and Procedures --- p.57 / Chapter 3.2.1 --- The Research Setting --- p.57 / Chapter 3.2.2 --- The Design in Details --- p.58 / Chapter 3.2.2.1 --- Before the Experiment: Preparation --- p.60 / Chapter 3.2.2.2 --- Phase 1: Pretest Phase --- p.61 / Chapter 3.2.2.2.1 --- Production Pretest: Word List Reading --- p.61 / Chapter 3.2.2.2.2 --- Perception Pretest: Identification test --- p.62 / Chapter 3.2.2.3 --- Phase 2: Training Phase --- p.65 / Chapter 3.2.2.3.1 --- The HVPT --- p.65 / Chapter 3.2.2.3.2 --- The LVPT --- p.67 / Chapter 3.2.2.3.3 --- Control --- p.67 / Chapter 3.2.2.4 --- Phase 3: Posttest Phase --- p.68 / Chapter 3.2.2.4.1 --- Production --- p.68 / Chapter 3.2.2.4.1.1 --- Production Post-test: Word List Reading --- p.68 / Chapter 3.2.2.4.1.2 --- Test of Contextualization (TC): Passage Reading --- p.68 / Chapter 3.2.2.4.2 --- Perception --- p.69 / Chapter 3.2.2.4.2.1 --- Perception Posttest: Identification Test --- p.69 / Chapter 3.2.2.4.2.1.1 --- Test of Generalization 1 (TG1): Identification Test --- p.69 / Chapter 3.2.2.4.2.1.2 --- Test of Generalization 2 (TG2): Identification Test --- p.69 / Chapter 3.2.3 --- Materials --- p.70 / Chapter 3.2.3.1 --- Stimuli --- p.70 / Chapter 3.2.3.2 --- Computer Training Programme --- p.73 / Chapter 3.2.3.3 --- Word Lists for Reading --- p.73 / Chapter 3.2.3.4 --- Technological Equipment --- p.74 / Chapter 3.2.3.5 --- Survey Forms --- p.74 / Chapter 3.2.4 --- Data Processing --- p.75 / Chapter 3.2.4.1 --- Data Transcription --- p.75 / Chapter 3.2.4.1.1 --- Procedures --- p.75 / Chapter 3.2.4.1.2 --- Reliability Checking --- p.76 / Chapter 3.2.4.1.2.1 --- Aim --- p.76 / Chapter 3.2.4.1.2.2 --- Intra-rater Reliability --- p.76 / Chapter 3.2.4.1.2.3 --- Inter-rater Reliability --- p.77 / Chapter 3.2.4.2 --- Data Scoring --- p.77 / Chapter 3.2.5 --- Data Analysis --- p.78 / Chapter Chapter4 --- Results --- p.79 / Chapter 4.1 --- Introduction --- p.79 / Chapter 4.2 --- Perceptual Performance --- p.80 / Chapter 4.2.1 --- Overall Performance --- p.80 / Chapter 4.2.2 --- Effects of the Training Approaches --- p.82 / Chapter 4.2.2.1 --- General Overview --- p.82 / Chapter 4.2.2.2 --- Statistical Analysis --- p.84 / Chapter 4.2.3 --- Effects of the Proficiency Level and Vowel Difference --- p.87 / Chapter 4.2.3.1 --- General Overview --- p.87 / Chapter 4.2.3.2 --- Statistical Analysis --- p.88 / Chapter 4.2.3.2.1 --- The HVPT Group --- p.88 / Chapter 4.2.3.2.2 --- The LVPT Group --- p.92 / Chapter 4.2.3.3 --- Summary --- p.94 / Chapter 4.2.4 --- Generalizability of the Training --- p.95 / Chapter 4.2.4.1 --- Test of Generalization 1 --- p.96 / Chapter 4.2.4.2 --- Test of Generalization 2 --- p.98 / Chapter 4.2.4.3 --- Summary --- p.100 / Chapter 4.2.5 --- Summing up the Results in Perceptual Identification Tests --- p.101 / Chapter 4.3 --- Production Performance --- p.102 / Chapter 4.3.1 --- Overall Performance --- p.102 / Chapter 4.3.2 --- Effects of the Training Approaches --- p.108 / Chapter 4.3.2.1 --- General Overview --- p.108 / Chapter 4.3.2.2 --- Statistical Analysis --- p.110 / Chapter 4.3.3 --- Effects of the Proficiency Level and Vowel Difference --- p.112 / Chapter 4.3.3.1 --- General Overview --- p.112 / Chapter 4.3.3.2 --- Statistical Analysis --- p.113 / Chapter 4.3.3.2.1 --- The HVPT Group..： --- p.113 / Chapter 4.3.3.2.2 --- The LVPT Group --- p.115 / Chapter 4.3.3.3 --- Summary --- p.119 / Chapter 4.3.4 --- Contextualizability of the Training --- p.120 / Chapter 4.3.5 --- Follow-up Acoustic Analysis for Production Posttest --- p.123 / Chapter 4.3.6 --- Summing up the Results in Production Tests --- p.130 / Chapter 4.4 --- Summary of the Chapter --- p.130 / Chapter Chapter5 --- Discussions --- p.132 / Chapter 5.1 --- Introduction --- p.132 / Chapter 5.2 --- Evaluation of the Training Approaches 一 Research Question 1 & 2 --- p.133 / Chapter 5.2.1 --- Review of Research Question 1 & 2 --- p.133 / Chapter 5.2.2. --- Perceptual Domain --- p.134 / Chapter 5.2.2.1 --- General Success of the HVPT and the LVPT Groupsin the Perceptual Learning --- p.135 / Chapter 5.2.2.1.1 --- Consistent Use of the Same Task --- p.135 / Chapter 5.2.2.1.2 --- Nature of the Training Tasks --- p.136 / Chapter 5.2.2.1.3 --- Use of Identification Tasks --- p.136 / Chapter 5.2.2.1.4 --- Adoption of Feedback --- p.137 / Chapter 5.2.2.2 --- Effectiveness of the HVPT over the LVPT --- p.138 / Chapter 5.2.2.2.1 --- Promotion of Selective Attention ´ؤ Supporting an Exemplar-based approach to Speech Perception --- p.139 / Chapter 5.2.2.2.2 --- Simulation of Real-life Experience --- p.141 / Chapter 5.2.3 --- Production Result --- p.142 / Chapter 5.2.3.1 --- The Relationship between Perception and Production --- p.143 / Chapter 5.2.3.1.1 --- The Motor Theory --- p.147 / Chapter 5.2.3.1.2 --- The Direct Realist Theory --- p.148 / Chapter 5.2.3.1.3 --- General Approach to Speech Perception --- p.149 / Chapter 5.2.4 --- Summary --- p.149 / Chapter 5.3 --- Generalizability of the Training Effects - Research Question 3 --- p.150 / Chapter 5.3.1 --- Review of Research Question 3 --- p.150 / Chapter 5.3.2. --- Perceptual Result --- p.151 / Chapter 5.3.2.1 --- Discussion of the Generalizability of the Training Effects --- p.152 / Chapter 5.3.3 --- Production Result --- p.156 / Chapter 5.3.3.1 --- Discussion of the results in Test of Contextualization --- p.157 / Chapter 5.3.4 --- Summary --- p.159 / Chapter 5.4 --- The Effect of Proficiency Groups - Research Question 4 --- p.160 / Chapter 5.4.1 --- Review of Research Question 4 --- p.160 / Chapter 5.4.2 --- Perceptual Aspect --- p.160 / Chapter 5.4.3 --- Production Aspect --- p.161 / Chapter 5.4.4 --- Discussion of the Effect of Proficiency Groups --- p.162 / Chapter 5.4.4.1 --- Perception and Production as a Process --- p.163 / Chapter 5.4.4.2 --- Indistinguishable Proficiency Levels of the Subjects --- p.165 / Chapter 5.4.5 --- Summary --- p.166 / Chapter 5.5 --- The Effect of Vowels - Research Question 5 --- p.166 / Chapter 5.5.1 --- Review of Research Question 5 --- p.166 / Chapter 5.5.2 --- Perceptual Aspect --- p.167 / Chapter 5.5.2.1 --- Discussion of the Effect of Vowels on Perceptual Learning --- p.168 / Chapter 5.5.2.2 --- Speech Learning Model --- p.169 / Chapter 5.5.2.3 --- Perceptual Assimilation Model --- p.170 / Chapter 5.5.3 --- Production Aspect --- p.172 / Chapter 5.5.3.1 --- Discussion of the Effect of Vowel on Production --- p.173 / Chapter 5.5.4 --- Summary --- p.175 / Chapter 5.6 --- Summary of the Chapter --- p.176 / Chapter Chapter6 --- Conclusion --- p.178 / Chapter 6.1 --- An Overview of the Current Study --- p.178 / Chapter 6.2 --- Contributions of the Current Study --- p.180 / Chapter 6.3 --- Limitations of the Current Study --- p.183 / Chapter 6.4 --- Future Research Directions and Implications --- p.185 / Appendices / Appendix A Consent Form & Survey Form --- p.188 / Appendix B Language Background of the Subjects --- p.191 / Appendix C Production Word List & Reading Passage --- p.193 / Appendix D Perceptual Training Tokens --- p.196 / Appendix E Perceptual Performance in all Tests --- p.199 / Appendix F Perceptual Performance in the Pretest and the Posttest --- p.201 / Appendix G Perceptual Performance in two Tests of Generalization --- p.203 / Appendix H Production Performance in all Tests --- p.207 / Appendix I Production Performance in the Pretest and the Posttest --- p.209 / Appendix J Production Performance in Test of Contextualization --- p.211 / Appendix K Perception and Production Performance in contrast --- p.213 / References --- p.215

This thesis analyzes the phonological and morphological nativisation of English loans in the Tonga language. The contact situation between English and Tonga, in Zimbabwe, facilitates transference of lexical items between the two languages. From having been one of the most widely used languages of the world, English has developed into the most influential donor of words to other languages such as Tonga. The infiltration of English words into the Tonga lexical inventory led to the adoption and subsequent nativisation of English words by the native Tonga speakers. The main deposit of English words into Tonga is the direct interaction between English and Tonga speakers. However, it is sometimes via other languages like Shona, Ndebele, Venda and Shangani. In the 21st century, English’s contribution to the vocabulary of Tonga became more widely spread, now covering a large proportion of the Tonga language’s lexical inventory. The fact that English is the medium of instruction, in Zimbabwe, language of technology, education, media, new administration, health, music, new religion and economic transactions means that it is regarded as the high variety language with coercive loaning powers. Words from English are then adopted and nativised in the Tonga language, since Tonga asserts itself an independent language that can handle loans on its own. The main focus of this study therefore, is to try and account for the phonological and morphological behavior and changes that take place in English words that enter into Tonga. Analyzing phonological processes that are employed during nativisation of loan words entails analyzing how Tonga speakers handle aspects of English language such as diphthongs, triphthongs, cluster consonants, CVC syllable structure and sounds in repairing unacceptable sequences in Tonga. The research also accounts for the handling of morphological differences between the two languages. This entails looking at how competence and ordered-rule framework are harmonized by Tonga speakers in repairing conflicting features at morphological level. Since the two languages have different morphological patterns, the research analyzes the repairing strategies to handle singular and plural noun prefixes, tenses and particles, which are morphological components of words. The researcher appreciates that the native Tonga speakers have robust intuitions on the proper way to nativise words. / African Languages / D.Litt. et Phil. (African Languages)

by Yam Pui Suen, Josephine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 96-102). / Abstracts in English and Chinese. / Acknowledgement --- p.iii / Abstract --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Second language phonological acquisition --- p.1 / Chapter 1.2 --- The application of Optimality Theory --- p.3 / Chapter 1.3 --- Objectives --- p.5 / Chapter 1.4 --- Research issues --- p.7 / Chapter Chapter 2 --- Second Language Acquisition --- p.9 / Chapter 2.1 --- Interlanguage --- p.9 / Chapter 2.2 --- Studies in second language acquisition: language transfer and developmental factors --- p.10 / Chapter 2.3 --- Studies on the effects of language transfer on second language phonology --- p.12 / Chapter 2.4 --- Studies on the effects of developmental factors on second language phonology --- p.14 / Chapter 2.4.1 --- Markedness Differential Hypothesis --- p.15 / Chapter 2.4.2 --- Marked Cluster Constraints --- p.15 / Chapter 2.4.3 --- Interlanguage Structure Conformity Hypothesis --- p.17 / Chapter 2.5 --- The Critical Period Hypothesis --- p.19 / Chapter 2.6 --- The age factor in first language acquisition --- p.21 / Chapter 2.7 --- The age factor in second language acquisition --- p.22 / Chapter 2.7.1 --- Supporting evidence in phonological research --- p.23 / Chapter 2.7.2 --- Counter evidence in phonological research --- p.24 / Chapter 2.7.3 --- Summary --- p.26 / Chapter Chapter 3 --- The Theoretical Framework of Optimality Theory --- p.28 / Chapter 3.1 --- Transformational Grammar and Optimality Theory --- p.28 / Chapter 3.2 --- Optimality Theory --- p.30 / Chapter 3.3 --- Constraints under Optimality Theory --- p.34 / Chapter 3.4 --- Optimality Theory and second language acquisition studies --- p.36 / Chapter Chapter 4 --- "The syllable structure of English, Mandarin and Cantonese" --- p.41 / Chapter 4.1 --- The syllable structure of English --- p.42 / Chapter 4.2 --- The syllable structure of Mandarin --- p.44 / Chapter 4.3 --- The syllable structure of Cantonese --- p.45 / Chapter 4.4 --- "Constraints in coda position of English, Mandarin and Cantonese" --- p.49 / Chapter Chapter 5 --- Methodology and Findings --- p.51 / Chapter 5.1 --- Methodology --- p.51 / Chapter 5.1.1 --- The subjects --- p.51 / Chapter 5.1.2 --- Material for data collection --- p.54 / Chapter 5.1.3 --- Procedures --- p.56 / Chapter 5.2 --- Findings --- p.57 / Chapter 5.2.1 --- Young Mandarin and Cantonese learners --- p.58 / Chapter 5.2.2 --- Adult Mandarin and Cantonese learners --- p.66 / Chapter 5.2.3 --- Summary of the Mandarin and Cantonese learners' production --- p.72 / Chapter Chapter 6 --- Discussion and Conclusion --- p.75 / Chapter 6.1 --- Constraint ranking --- p.76 / Chapter 6.2 --- Epenthesis and unreleased plosive: words with singleton coda --- p.79 / Chapter 6.3 --- Epenthesis and unreleased plosive: words with biliteral coda --- p.81 / Chapter 6.3.1 --- Nasal-Plosive' coda --- p.81 / Chapter 6.3.2 --- Plosive-plosive' coda --- p.83 / Chapter 6.4 --- Standard pronunciation --- p.89 / Chapter 6.5 --- The age factor --- p.91 / Chapter 6.6 --- Conclusion --- p.93 / Chapter 6.7 --- Future research --- p.95 / References --- p.96 / Appendix