Non-native pronunciations may be passed down to learners' offspring, who, although being native speakers, will display many of the same features. Many of the particular traits of Irish English and Highland English, for example, were profoundly impacted by a Goidelic substratum as a result of this process. Sources to consider assessing pronunciation: Age: Differences between young and old generations. Young generations tend to present more elisions than older people. Social class: Speaker and hearer relationship. Background knowledge. Style: Foreign learners are careful and normal and they speak rapidly and natural. Techniques used to assess pronunciation: Minimal pairs drills Tongue twisters Pronunciation BINGO. Ways of assessing pronunciation: Stress: word/sentence stress Vowels: short/long Consonants: voiced/ voiceless Designing assessment tasks: Consonant / Vowel discrimination: Consonant or Vowel discrimination- Ability to distinguish vowel and consonant sounds. Example: Don’t (slip/sleep) on the floor. He’s gone to (back up/ pack up) the car. Pronunciation of vowels: Confusion between /ɪ/ and /i/, which is normally realized as /u/, which is usually realized as [u]. Confusion between /əʊ/ and /ɒ/, especially in a British setting. Brazilian /ɔ/ is the same as the RP English, and English orthography seldom distinguishes between the phonemes, cold (preferably [ˈkɔːld] might be homophone with /kld/. Portuguese diphthong [ow], the North American equivalent of British /əʊ/, /o/, may be simpler to understand. It's also possible that speakers will have problems discriminating between schwa and /ʌ/.
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