On the Role of Distinctive Features of British English Sounds in the Cartoon Peppa Pig for Chinese Learners to Conquer Mother Tongue’s Negative Transfer

Source:
By:Gang Li

DOI: https://doi.org/10.30564/ret.v4i4.3676

Abstract:

With the process of globalization and integration, more and more people tend to be bilingual. Undoubtedly, mastering a second language is significant. This thesis aims to explore how to conquer the difficulties in learning British English sounds through analyzing a British cartoon Peppa Pig.
Chapter one begins with the research background, significance and purpose of research. The thesis takes the cartoon Peppa Pig as the starting point to demonstrate the role of distinctive features for Chinese learners to conquer negative transfer. The empirical research could be found in Chapter two, because of requiring to know the concrete circumstance of Chinese learners.
Through the collection and analysis of data, we can know these problems which Chinese learners exist in the process of learning British English.
Based on the comparison of Chinese and British English, Chapter three clarifies the difficulties in learning British English. As for Chinese learners, mastering distinctive features can promote learners to master British English sounds better than stress and rhythm. Chapter four states the role of the distinctive features in helping conquer Chinese negative transfer in the cartoon Peppa Pig. The final chapter is the conclusion of this thesis and involves a new study for Chinese learners to learn British English sounds under the distinctive features.

References:

[1] Hu Zhuanglin. Linguistics Tutorial. [M] Beijing: Peking University Press, 2001. [2] Liu Xun. Introduction to Teaching Chinese as a Foreign Language. [M] Beijing: Beijing Language Teaching and Research Press, 2001. [3] Qu Changliang. Rethinking the Origin of English Term of Jacobson’s Distinctive Concept. [J] Language education, 2017, 16 (1): 57-61. [4] Shao Jingmin. General Theory of Modern Chinese.[M] Shanghai: Shanghai Education Press, 2015. [5] Ye Feisheng, Xu Tongqiang. Outline of Linguistics.[M] Beijing: Peking University Press, 1981. [6] Qu Qingqing, Liu Weilin, Li Xingshan. The Phonetic Processing Unit of Chinese Language Production: A Research Based on Phoneme. [J] Institute of psychology,University of Chinese Academy of Sciences, 2018, 26 (9): 1535-1544. [7] He Shanfen. Several Aspects of Contrast Between English and Chinese in English Phonetics Teaching.[J] Journal of Shanghai Institute of Foreign Languages,1987, 52 (6): 70-73. [8] Shattuck, Stefanie, and Klatt Dennis. The Limited Use of Distinctive Features and Markedness in Speech Production: Evidence from Speech Error Data. [J] Journal of Verbal Learning and Verbal Behavior,18(1) (1979): 41-45. [9] Huang Borong, Liao Xudong. Modern Chinese. [M]Beijing: Higher Education Press, 2002. [10] Lado, Robert. Linguistic across cultures. [J] Ann Arboor: University of Michigan Press, 1957.