Second language learners consistently face common phonetic interference and pronunciation problems.
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Peer-reviewed literature indicates that second language learners regularly encounter phonetic differences, accent interference, and pronunciation difficulties stemming from their native language backgrounds.
Exploring the differences in phonemes and cross-linguistic influences, particularly by comparing the pronunciation patterns of English and Mandarin, is crucial for language learners. Such comparative studies can help learners better understand and overcome the pronunciation difficulties encountered during second language acquisition. English and Mandarin have significant differences in their vowel and consonant systems, tones, intonation, and syllable structures. A deep understanding of these differences allows learners to engage in targeted pronunciation training, reducing accent interference. This research provides guidance for improving language teaching methods, enabling teachers to design more effective pronunciation strategies and exercises based on the students’ native language backgrounds, thus enhancing learning outcomes. Additionally, cross-linguistic studies aid in improving speech recognition and conversion technologies, achieving higher accuracy and naturalness in multilingual speech processing systems. From a cultural exchange perspective, understanding and respecting the phonetic characteristics of different languages help to enhance the effectiveness and mutual understanding in cross-cultural communication. The comparative study of English and Mandarin pronunciation patterns not only provides a theoretical foundation for language education and technological applications but also promotes effective communication in multilingual environments. This thesis uses a comparative research method to elucidate the study of English and Mandarin pronunciation patterns. It begins with an analysis of the characteristics and similarities of the pronunciation patterns in both languages. The thesis then examines the differences between English and Mandarin pronunciation patterns through four aspects: the number and complexity of vowel phonemes, types and dis-How
Cognates facilitate vocabulary learning. However, how the magnitude of this Cognate Facilitation Effect (CFE) changes with age and its task-dependent manifestations remain unclear. Clarifying these patterns may benefit educators with evidence-based strategies to support learners across different stages and tasks. This systematic review synthesizes studies on CFE in school-aged second and foreign language learners between 1987 and 2024 (n = 36). The results showed that, firstly, the CFE follows an inverted U-shaped trajectory. It increases during early literacy (ages 6–9), peaking in middle childhood (ages 9–10), and declining thereafter. Secondly, facilitation is robust in comprehension tasks but more variable in production, where overlap can induce interference. Furthermore, we evaluate psycholinguistic models and propose integrating speech-production models to account for the interference effect of cognate production. These findings suggest educational implications: cognates can help support vocabulary development in early literacy, but more refined strategies are needed as learners advance.Keywords: cognates; cross-linguistic transfer; literacy development; psycholinguistics
Introduction. Successful early reading relies on a student's ability to recognize and blend sounds, which serves as the foundation for fluent decoding (Brown, 2014). International studies consistently demonstrate that phonemic awareness is vital for early literacy growth (Teale, Whittingham & Hoffman, 2020). This skill – the ability to hear and manipulate individual sounds in words – is most effective when combined with phonics instruction. Systematic practice and explicit guidance allow learners to easily decode unfamiliar vocabulary, improve reading pacing, and gain confidence (Double, McGrane, Stiff, & Hopfenbeck, 2019). Objective. This paper, through the critical lenses of Lev Vygotsky’s Sociocultural theory of how children learn to read, explored instructional challenges in teaching blending and phonemic awareness in Grade 1 English Second Language Classrooms in Eenhana Circuit of Ohangwena region in Namibia. Materials & Methods. To obtain objective data for this paper, data were generated by interviewing nine Grade 1 teachers, as well as going to class to observe their lessons. Results. The key question was, “What challenges do teachers face when teaching blending and phonemic awareness in Grade 1 English Second Language Classrooms in Eenhana Circuit of the Ohangwena region in Namibia?”. The study cited, among others, that teachers faced challenges like interference of the learners' first languages during lessons; lessons being overwhelmed by choral drills across the sa
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