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【Abstract】This paper aims at finding out the English pronunciation errors of Chinese L2 learners using the material The North Wind and the Sun accompanied by the factors causing these errors. It also tries to put forward some strategies and teaching activities to improve the pronunciation of Chinese learners. This paper is just a pilot study and the large-scale study should be conducted in order to better the pronunciation teaching and learning.
【Key words】pronunciation; strategies; teaching activities
【作者簡介】俞双英（1982.05-），女，湖北利川人，江西省九江市九江学院外国语学院，讲师，韩国东亚大学在读博士，研究方向：英语教育，翻译，语法，句法及语义。
1. Introduction
Pronunciation is regarded as the most difficult and serious problem for intelligibility in communication. According to Michael Wei， pronunciation should be an integrated and integral part of language learning and cannot be separated from language learning. Wong （1993） argues that the importance of pronunciation is even more distinct when it comes to the connection between pronunciation and listening comprehension. This paper aims at finding out the pronunciation errors of Chinese L2 learners using the material The North Wind and the Sun accompanied by the factors causing these errors. It also tries to put forward some strategies and teaching activities to improve the pronunciation of the Chinese learners. This paper is just a pilot study and in the future， the large-scale study should be conducted in order to better the pronunciation teaching and learning.
The error in this paper refers to any derivation from Received Pronunciation or General America.
2. Method
In this part， the material used for recording， the subject’s background information and the measurement of the errors will be described in detail.
2.1 Material
The material used for recording is the North Wind and the Sun. The recording will be recorded two times based on three levels： word level， sentence level and oral speech level. The recording is recorded in the specialized recording multimedia room of Dong-a university and all the exterior interference that will have influence on the result is excluded so the recording is adequate for the analysis.
2.2 Subject
The subject is a 40 years old female and the Ph.D. student of Dong-a university majoring in sports. She comes from the countryside of Si Chuan province， China. She began to learn English at 12 via the grammar translation method. She did not get any formal and systematic instruction about the pronunciation. She has no experience of living in English speaking countries but has experience of teaching international students from India for 2 two years. She has been learning Korea for one and a half year. It is just less than 10% of English use in daily life before March of 2018 and the daily use of English has been increased to 30%-50% since March 2018. 2.3 Measurement of the Errors
In order to figure out the errors of the pronunciation， three distinct ways of measurement are used， that is， self-assessment done by the subject herself; native speaker’s judgement finished by a British native speaker and an American native speaker who are both professors of Dong-a university though they don’t have the systematic knowledge of the phonology and peer judgement done by my colleague who is non-native speakers but majored in phonology and has been teaching the pronunciation for English majors for more than thirteen years. The combination of the three different measurements is adequate to figure out the errors and the results are based on their judgement.
3. Results and Discussion
The results are classified into three subparts consistent with the recording and the results will be analyzed one by one as follows.
3.1 Results of Word Level
In the word level， the discrete sounds will be analyzed so that we can make a comparison with the pronunciation in the connected speech. According to the judgement， the main pronunciation errors in the segmental level are the followings. To begin with the consonants， the subject likes to confuse the sound [?] [z] with[θ] [s] for example the word this usually pronounced as [zis] and easy as [i?i]. The second pronunciation problem is the substitution of [n] with [?] such as the word sun pronounced as song. These errors occur mainly because the sound system of Chinese and English.
【Key words】pronunciation; strategies; teaching activities
【作者簡介】俞双英（1982.05-），女，湖北利川人，江西省九江市九江学院外国语学院，讲师，韩国东亚大学在读博士，研究方向：英语教育，翻译，语法，句法及语义。
1. Introduction
Pronunciation is regarded as the most difficult and serious problem for intelligibility in communication. According to Michael Wei， pronunciation should be an integrated and integral part of language learning and cannot be separated from language learning. Wong （1993） argues that the importance of pronunciation is even more distinct when it comes to the connection between pronunciation and listening comprehension. This paper aims at finding out the pronunciation errors of Chinese L2 learners using the material The North Wind and the Sun accompanied by the factors causing these errors. It also tries to put forward some strategies and teaching activities to improve the pronunciation of the Chinese learners. This paper is just a pilot study and in the future， the large-scale study should be conducted in order to better the pronunciation teaching and learning.
The error in this paper refers to any derivation from Received Pronunciation or General America.
2. Method
In this part， the material used for recording， the subject’s background information and the measurement of the errors will be described in detail.
2.1 Material
The material used for recording is the North Wind and the Sun. The recording will be recorded two times based on three levels： word level， sentence level and oral speech level. The recording is recorded in the specialized recording multimedia room of Dong-a university and all the exterior interference that will have influence on the result is excluded so the recording is adequate for the analysis.
2.2 Subject
The subject is a 40 years old female and the Ph.D. student of Dong-a university majoring in sports. She comes from the countryside of Si Chuan province， China. She began to learn English at 12 via the grammar translation method. She did not get any formal and systematic instruction about the pronunciation. She has no experience of living in English speaking countries but has experience of teaching international students from India for 2 two years. She has been learning Korea for one and a half year. It is just less than 10% of English use in daily life before March of 2018 and the daily use of English has been increased to 30%-50% since March 2018. 2.3 Measurement of the Errors
In order to figure out the errors of the pronunciation， three distinct ways of measurement are used， that is， self-assessment done by the subject herself; native speaker’s judgement finished by a British native speaker and an American native speaker who are both professors of Dong-a university though they don’t have the systematic knowledge of the phonology and peer judgement done by my colleague who is non-native speakers but majored in phonology and has been teaching the pronunciation for English majors for more than thirteen years. The combination of the three different measurements is adequate to figure out the errors and the results are based on their judgement.
3. Results and Discussion
The results are classified into three subparts consistent with the recording and the results will be analyzed one by one as follows.
3.1 Results of Word Level
In the word level， the discrete sounds will be analyzed so that we can make a comparison with the pronunciation in the connected speech. According to the judgement， the main pronunciation errors in the segmental level are the followings. To begin with the consonants， the subject likes to confuse the sound [?] [z] with[θ] [s] for example the word this usually pronounced as [zis] and easy as [i?i]. The second pronunciation problem is the substitution of [n] with [?] such as the word sun pronounced as song. These errors occur mainly because the sound system of Chinese and English.