ED7503 Whaddaya Say?

Issues of Pronunciation for Czech Learners

ED7503

Whaddaya Say? Issues of Pronunciation for Czech Learners

Word Count: 3300 Date Sub itted: !7th "ebruary #0!#

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

$ab%e of contents
!& Introduction #& 'na%ysis of the %earners( )erfor ance of the dia%o*ue #&! 'bout the s)ea+ers 3 #&# ,n a se* enta% %e-e% #&#&! /o0e%s #&#&!&! 121-s& 1e1 #&#&# Consonants #&#&#&! 131 and 141 #&#&#&# 161 #&#&#&3 1r1 -s& 1 1 7 #&#&#&. 101 -s& 1-1 #&#&#&5 De-oicin* of the fina% consonant #&3 ,n a su)ra8se* enta% %e-e% #&3&! Stress and 9hyth #&3&# Wea+ and Stron* for s #&3&3 'ssi i%ation #&3&. Intonation 3 . 5 5 $eachin* i )%ications Conc%usion ;ib%io*ra)hy '))endices 7 7 7 7 : !0 !0 !! !# !3 !. . . . 5 5 5 3 3

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

!&

Introduction

I like the title of this paper. English language teaching has undergone significant reform in the Czech Republic since its rise in popularity after the fall of the Iron Curtain in 1989. Ho e!er" the teaching of pronunciation is still some hat of a grey area. Either belie!ing that they are not #$ualified% to !enture into the finer points of pronunciation ith their learners as they themsel!es ha!e an #accent%" or" sadly" belonging to the camp hich takes a rather #let it &ust happen% attitude to the issue" pronunciation teaching remains feared and neglected by many teachers in the Czech Republic.I think this sentence has a dangling modifier' (hrough an analysis of a dialogue read by t o Czech learners" the aim of this paper is to detail some of the areas of pronunciation that cause problems for Czech speakers of English and may hinder intelligibility" before briefly suggesting implications for teaching pronunciation in the Czech conte)t.*ood + a concise introduction. #& 'na%ysis of the %earners( )erfor ance of the dia%o*ue ,eginning ith a brief profile of the speakers used to read the dialogue" the follo ing section details an analysis of the speakers- performance. (he analysis details ho the speakers- pronunciation de!iates from Recei!ed .ronunciation /R.0. R. is the standard used by most 123published E4( coursebooks and dictionaries /(hornbury" 5667" p.1980" ad!ocated in the Czech Republic. It has thus been selected as the model to use for the purpose of comparison. 9 transcription of the dialogue can be found in appendi) one. (he analysis does not focus on e!ery single de!iation in pronunciation but highlights the general problems Czech learners ha!e ith pronunciation in English. (he analysis has been detailed on a segmental and supra3segmental le!el.I like the clarity of the signposting. #&! 'bout the s)ea+ers (he t o speakers are Czech Intermediate le!el learners of English. (hey are in their second year of a .h: programme in ;echanical Engineering. <peaker 9 has been learning English for = years. <peaker , has been learning English for > years. (hese t o students ere chosen for the recording as"

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

compared to the higher le!el learners of English I also teach" their speech highlights more of the issues in pronunciation typical of Czech learners. #&# ,n a se* enta% %e-e% <egmental features ha!e been analysed in the order of !o els and consonants. :escription of !o el position in the follo ing section is based on the representation presented in ,o en and ;arks. /<ee appendi) 5.0 #&#&!& /o0e%s #?o els are sounds in hich there is no obstruction to the flo of air as it passes from the laryn) to the lips% /Roach" 1995" p.160. In R. English there are 56 !o el sounds@ 15 single" or monophthongs /1nderhill" 199>" p.>0 hich comprise = short !o els" A long !o els" and 8 diphthongs. ?o els are !oiced and #determined by the shape gi!en to the interior of the mouth by the position of the tongue and lips% /.la!ka" 5668" p.110. (o e)pand on .la!ka-s definition" 1nderhill notes that there are 8 physical and 1 non3physical !ariables at play hen describing the formation of !o el sounds. (he physical are #the horizontal tongue position /front + centre3 back0" the !ertical tongue position /high + mid + lo 0" the lip position /rounded + neutral + spread0% /199>" p.A0. (ogether" these !ariables are kno n as the quality of !o els. (he non3physical !ariable" that is" length" is kno n as quantity. In English it is the $uality" perhaps more so than $uantity of the !o el" hich carries the greatest contrasti!e eight bet een !o el sounds /.la!ka" 5668" p.180. (his is admirably condensed summary. #&#&!&! 121-s 1e1 (he recording sho s that speaker , had difficulty ith the front !o el bet een open and half open BCB. In line 5" for e)ample" hen the speaker says #not too bad%. (he BCB in bad /bCd/ is replaced ith the front half close unrounded !o el BeB and pronounced more like Bbed /Its on the way, but Im not sure Id agree it is more like /bed/. . <imilarly" in the same sentence" the BCB in the first syllable of Manchester BmCntstDB is replaced ith an BeB BmentestDB . Ether e)amples of BCB

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

replaced ith BeB can be found in lines > and 8 of the recording in the ords thank /FCGk /" catch /kCt / and happening /hCpnG/. 9lthough mispronounced by only one of the speakers" this is a common pronunciation problem for all Czech learners of English. 9 possible reason for this could be that Czech does not ha!e the !o el sound BCB in their !o el system and speakers instead replace it ith the nearest sound in Czech" hich is BeB. In addition Czechs are !ery often unable to hear the difference bet een BCB and BeB and so BeB is automatically pronounced and presumed correct. (he $uantity of the !o el sound BCB also causes a problem for Czech learners. In Czech there are #t o degrees of lengthH long and short'.but three degrees of length in EnglishH long and short" and half3 long !o els% /.la!ka" 5668" p.110. 9ccording to .la!ka" half3long !o els are either long !o els shortened before a !oiceless consonant" for e)ample" beatBbead. Er" they are short !o els lengthened before a !oiced consonant" for e)ample" bitBbid /5668" p.110. In English BCB" a short !o el" is lengthened before a !oiced consonant. Czechs presume the $uantity of BCB remains constant and produce their appro)imation as short. Ho B here ould this relate to your t o studentsI (here is a lot of useful analysis here + in this case though I onder if you are packing in too much too $uickly. In the recording the pronunciation of BCB as BeB does not hinder intelligibility" due to conte)t. Ho e!er" there are occasions hen it causes confusion. Common problems are bet een the minimal pairs BmCnB BmenB" BbCdB BbedB" BhCdB BhedB. :oes this mean there are no other issues ith !o elsI Jou should probably say so" if that is the case./Khat about the pronunciation of Lgood-" for e)ampleI0 #&#&# Consonants (here are 5> consonants in R. English. Consonants are egressi!e" that is" the airstream is forced out to produce the sound" and unlike !o els they can be !oiced or !oiceless /Cruttenden " 5668" p.570. 9 consonant is #a speech sound here the airstream from the lungs is either completely blocked" partially blocked or here the opening is so narro that the air escapes ith audible friction. Kith some consonants the airstream is blocked in the mouth and but allo ed to escape through the nose% /Richards et al." 198A" p.A90. 9s Richards et al. detail" consonants are usually described in terms of

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

place and manner of articulation" that is" where and how the sound is produced. Consonants can thus be categorised in the follo ing 7 aysH 1. .losi!eH air flo is stopped and then released /Bp b t d g kB0@ 5. Mricati!eH air flo is not stopped but restricted /Bf ! F N s z hB0@ 8. 9ffricateH a consonant starts as a plosi!e but continues as a fricati!e /Bt d B0@ >. OasalH air is stopped in the mouth and then released through the nasal ca!ity /Bm n GB0@ A. 9ppro)imant /or semi3 !o el0H the parts of the mouth try" but do not $uite get close enough to produce a consonant sound /B r &B0@ 7. 4ateralH air passes do n the sides of the tongue /BlB0. /Collins et al.H56680

#&#&#&! 131 and 141 (he recording sho s that both speakers had problems ith the !oiced and !oiceless dental fricati!es BNB and BFB. In the ords BNatB and BNeB /lines A and =0 speaker 9 replaces the !oiced dental fricati!e BNB ith BdB. <peaker , replaces BNB ith BzB in the ord BNenB /line 80. (he !oiceless dental fricati!e BFB BsmFGB /line 80 is ith BfB" and in the ord BFCnkB speaker , begins the ord ith BsB /line >0. (his is good analysis. :ental fricati!es are problematic for Czech speakers" ho !ery often replace the !oiced fricati!e ith BdB or BzB and the !oiceless ith BfB or BsB. (he !ariant chosen depends on the speaker rather than there being a pattern@ ho e!er" in my e)perience" the !ariant BsB is not fre$uently used by higher le!el speakers. (he consonants do not e)ist in the Czech phonemic system and learners find both the manner and place of articulation" that is" #pressing the tip of the tongue lightly against the inside edge of the top front teeth so that the air stream is &ust able to flo in bet een tongue and teeth% /1nderhill" 199>" p.>60 incredibly unnatural and difficult. 9s learners ad!ance" the fricati!es become easier to pronounce in isolation" ho e!er" in ords" that is" in initial" mid or final position" they remain problematic. Interestingly Penkins /566=0 obser!es that the mispronunciation of the dental fricati!es" unlike the other consonants" ill #not obstruct successful communication% /p.580" and certainly" in the dialogue" mispronouncing the dental fricati!es did not

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

hinder intelligibility. *ood analysis again" though it might be preferable to ha!e a separate discussion about hich of the pronunciation problems do cause problems in communication. #&#&#&# 161 9lthough incorrectly pronounced only once" the recording sho s that speaker , had problems pronouncing the !elar nasal BGB. In line 5 he replaces the !elar nasal in waiting B etGB ith the !oiced al!eolar nasal BnB and says B etnB. Interestingly" speaker 9 has no problem ith the consonant in the proceeding line /80 hen he pronounces it perfectly at the end of the ord something B smfiG B. Ho e!er" I ha!e chosen to focus on this in the analysis as this is a common problem for Czech speakers. (he !elar nasal does not e)ist as a phoneme in its o n right in Czech. In Czech it is al ays follo ed by the !oiced and !oiceless plosi!es BgB and BkB" and ne!er appears in final + ord position /<kaliQko!R" 19=>" p.11A0. <kaliQko!R also obser!es that Czech speakers conse$uently pronounce BGB as BnkB and BngB in mid position" and as BnB in final position. Murthermore she notes that BGB is particularly problematic for Czech speakers hen it appears in mid or final position and is follo ed by a !o el /19=>" p.1170" hich is <peakers ,-s case Sabo!eT. *ood + this is useful information ell handled. #&#&#&3 1r1 -s& 1 1 <peaker 9 pronounces the post +al!eolar appro)imant BB as an al!eolar trill BrB. In line 1" for e)ample" the ord &ourney BdniBis pronounced ith the trill B r B Bd rniB instead of B B. In the same line" the BDB in the second syllable of the ord yesterday B&estDdi Bis pronounced ith the trill B r B B&estrdeiB. 9nother e)ample includes the ord drink BdGkB in line 8. 9lthough only pronounced by one of the speakers" this is a !ery common pronunciation problem for Czech speakersJes" it-s the most ob!ious thing in this recording. (he Czech BrB is pronounced as an al!eolar trill and learners often ant to import it into R. English" especially at lo er le!els" and before consonants /< an et al." 566=" p.1780. 9nother problem occurs hen the consonant appears in final3 ord position in English. In Czech" hen BrB appears in ord3final position it is a syllable on its o n /Heim" 198>" p.180. Kould it e!er cause problems ith communication do you thinkI 7

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

#&#&#&. 101 -s& 1-1 In line A the bilabial appro)imant B B is pronounced as the !oiced labiodental fricati!e B!B by speaker 9. Instead of we B iB speaker 9 pronounces B!iB. 9lthough the only instance in the dialogue of B B being replaced by B!B" interchanging the t o is a common problem for Czech speakers of all le!els. 9ccording to :oleUelo!R" mispronunciation of B B and B!B could be due to una areness that the t o are different phonemes /5668" p.190. Common problems include confusion bet een the minimal pairs wet/vet and wine/vine. Jes. #&#&#&5 De-oicin* of the fina% consonant En a number of occasions in the recording !oiced consonants in ord3final position are #de!oiced%. (hat is" they are pronounced as !oiceless. Mor e)ample" bad BbCdB pronounced BbetB /line 50" good BdB pronounced BgutB /line 80" would B dB pronounced B tB/lines 8 V >0" could BkDdB pronounced B ktB /line A0 and and B DndB pronounced BentB/line 70. Czech does not differentiate in pronunciation bet een !oiced and !oiceless consonants in final3 ord position /.la!ka" 5668" p.5>0 and Czech speakers subse$uently import this feature into English. 9s < an et al. note" this not only causes confusion bet een minimal pairs such as batBbad" but the problem is e)acerbated hen # eak forms of ords likeH is" his" was are all pronounced ith a !ery audible" final BsB% /566=" p.17A0 rather than the !oiced al!eolar fricati!e BzB. :e!oicing complicates things further as !oiced and !oiceless consonants in ord3final position effect !o el length in English /<ee section 5.5.1.1.0. *ood" ell e)plained again. #&3 ,n a su)ra8se* enta% %e-e% (his section analyses the dialogue on a supra3segmental le!el. 9s ith the section abo!e" the de!iant features highlighted are common problems for Czech speakers of English. #&3&! Stress and 9hyth <tress can be described as #the effect of emphasizing certain syllables by increasing their loudness" length or pitch% /(hornbury" 5668" p.5180. 9t ord le!el" stress refers to the prominence of a syllable 8

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

in a ord" and as 1nderhill notes" the stress pattern is an essential part of a ord-s identity /199>" p. A=0. I like the ay you use your reading. 9t sentence le!el" stress refers to the #patterns of stressed and unstressed syllables o!er a hole sentence% /(hornbury" 5668" p.A=0. 9t sentence le!el ords that are gi!en prominence" that is" stressed" are those that carry meaning. ;ore specifically" a speaker gi!es ords signalling ne information or contrast prominence in a sentence. It is gi!ing prominence to some ords o!er others" creating the effect of a regular beat" that makes a sentence-s rhythm /1nderhill" 199>" p.A80.

9t ord le!el" the recording sho s that stress is predominantly placed on the first syllable. 9 clear e)ample of this the ord delay BdleB /line 50. <peaker , stresses the first syllable B dileiB instead of stressing the second syllable. 9t sentence le!el" predominance seems to be gi!en to e!ery ord" therefore making finding the predominant sentence stress rather difficult.Kith both speakers e$ually" do you thinkI <tressing the first syllable of e!ery ord and thus gi!ing each ord e$ual prominence in a sentence is typical of Czech speakers. 9s :oleUelo!R details" fi)ed ord stress on the first syllable in Czech signals ord boundaries. Czechs emphasize meaning by changing the order of ords in a sentence" and not through stress /5668" p.880. Khen this is then imported into English" the listener is left uncertain of the important information in the sentence.Jes" this does seem to be happening here.

#&3&# Wea+ and Stron* for s #;onosyllabic ords ha!e a #strong % and # eak % form depending on the degree of stress hich they bear in a sentence% /.la!ka" 5668" p.>A0. (o e)pand on this distinction" 1nderhill posits that unstressed ords in a sentence" hich contain a !o el reduction and" sometimes" elision" that is" the disappearance of a phoneme" and are kno n as # eak% /199>" p.7>0. (he ord must" for e)ample" has a strong form hen pronounced in isolation" or gi!en prominence in a sentence" BmstB" and a eak form hen unstressed BmDs B. 9s 1nderhill further notes" the faster the speed of deli!ery" the more eak forms appear in spoken discourse" and appropriate use of eak forms is essential to rhythm"

ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

clarity of prominence in a sentence" and clarity of meaning /199>" p.7>0. ;ost function ords" that is" ords hich do not carry the meaning in a sentence" ha!e a eak form /(hornbury" 5668" p.5>80. In the recording neither speaker pronounces ords in their eak form. Mor e)ample" in lines 1" A" = and 8" the ords have BD! Bthat BNDtB the BNDB and can BknBare function ords and appear in their eak forms. Ho e!er" both speakers consistently insert BeB" as an appro)imation for BCB Ssee 8.1.1.1 abo!eT" instead of reducing the !o el to the sch a. <imilarly in lines 5 and 8" just BdDsB and to BtDB are pronounced using the full !o el" resulting in BdsB and Bt B. .la!ka obser!es that using too many strong forms is an obstacle to fluency for Czech speakers as it #distorts natural rhythm" hich often results in a loss of intelligibility for the nati!e listener% /5668" p.>A0. (o my ear the lack of eak forms in the dialogue did not hinder intelligibility.I-d agree ith you. Ho e!er" it is probable that the learners are una are that eak forms e)ist" and this may hinder their ability to recognise ords in spoken discourse. I think this is a sensible inference to dra .

#&3&3 'ssi i%ation 9ssimilation is hen #a phoneme changes its $uality due to the influence of a neighbouring sound% /1nderhill" 199>" p.760. ,ased on the recording the speakers do not assimilate sounds in speech. Mor e)ample" in line 1" speaker 9 does not assimilate the BdB at the end of the ord did BddB ith the B&B at the beginning of the ord you B&B to make the affricate BuB. (hus" instead of pronouncing did you as BdduB" each ord is pronounced separately and resembles more their dictionary pronunciation. (he same is true in line 8 ith the ords would you B duB here" although the final consonant of would BdB has been de!oiced to BtB by the speaker" each ord is pronounced separately resulting in B t &B. 4ack of assimilation in speech inhibits the natural rhythm and intonation of the sentence" lea!ing speakers sounding rather unnatural. Jes + but again" it doesn-t affect intelligibility" does itI #&3&. Intonation Intonation is the melody of a language. It is #the meaningful use that speakers make of changes in

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

their !oice pitch% /(hornbury" 5668" p.1160. ?oice pitch changes are referred to as rising and falling tones. (hese tones #add additional meaning to that con!eyed by the segmental phonemes% /Collins et al." 5668" p.1850. Change in tone occurs on the intonation nucleus. (hat is" on the stressed syllable of the last ord gi!ing ne information in an intonation group. <peaker 9-s command of intonation patterns in English is marginally better than speaker ,-s. In lines 1 and 8" speaker 9 uses mild rising intonation at the end of the utterance to signal a yesBno $uestion. In line =" speaker 9 uses falling intonation after stating hat he is about to do. <peaker ," ho e!er" seems to ha!e relati!ely flat intonation hich then falls at the end of his utterances@ perhaps signalling that he has finished speaking. Jes" you-re right about this.(he lack of sentence stress in speaker ,-s speech results in !ery flat intonation. (he danger of flat intonation is that it becomes rather difficult to determine the ne information in the utterance" hether or not a $uestion is being asked" and hat the attitude of the speaker is to hat they are saying. (o the ear of a nati!e speaker" Czech speakers sound bored" due to flat intonation. ,efore you mo!e on to summarise the implications for teaching ouldn-t it be orth summarising and prioritising the main problems and hether they-re to do ith intelligibility andBor sounding Lnatural-I 3& I )%ications for teachin* .erhaps the most ob!ious implication for teaching" based on the analysis" is that both a bottom up approach" that is" dealing ith pronunciation at the le!el of phonemes such as !o els and consonants" and a top down approach" that is" dealing ith features of speech in a stream of discourse such as !o el reduction" stress" rhythm and intonation" should be taken in order to enable the learners to sound more natural" cause less strain on the listener" and de!elop their communicati!e competence /,ro n" 566=" p.8890. E$ual importance should be placed on de!eloping pronunciation on the supra3 segmental le!el as on the segmental le!el. 1nfortunately" ho e!er" focusing on the supra3segmental features of spoken English is often neglected in Czech classrooms /.la!ka" 5668" p.90. 9rguably the supra3segmental le!el is e!en more important ith these t o speakers.

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

Murthermore" learners should be encouraged to be realistic about the type of #accent% they ish to ha!e hen speaking English. English is no recognised as an International language /EI40" and Czech speakers need to be intelligible" in the main" to other non3nati!e speakers /OO<0 of English in business and education. Ho e!er" though the abo!e analysis as based on de!iation from R." being intelligible does not necessarily mean speaking R. English. Penkins /566=0" in her 4ingua Mranca Core /4MC0" argues" for e)ample" that correct pronunciation of the dental fricati!es is not necessary for successful communication@ their substitution ith an appro)imation ill not hinder intelligibility /p.580. (herefore Czech learners ould benefit from classroom time spent on helping them become intelligible" that is" focusing more on the features of connected speech such as stress" rhythm and #refinements that are far more important in the o!erall stream of clear communication% /,ro n" 566=" p.8>60 than getting BF N CB to perfectly imitate a #nati!e speaker%. Jes" I-d agree. Ho might you do thisI

.& Conc%usion Czech learners- pronunciation de!iates significantly from R. English. (he recording identified areas of difficulty on a segmental le!el" that is" ith the !o el BCB" and consonants BF N r G B" and on a supra3segmental le!el" that is" ith features of connected speech such as stress" rhythm" assimilation and intonation. .ronunciation instruction should not be incidental to a course of study /,ro n 566=H8890 and teachers should stri!e to help learners ith intelligibility" rather than accent3free speech" taking a bottom up and top do n approach to its teaching" hene!er possible. *ood. /88660

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

,ibliography
,o en" (. V ;arks" P. /19950 he !ronunciation "ook# $tudent%centred &ctivities 'or !ronunciation (ork. 4ondonH 4ongman. ,ro n" :. H. /566=0 eaching by !rinciples. &n Interactive &pproach to )anguage !edagogy. 1<9H .earson 4ongman. Collins" ,. V ;ees. ;. I. /56680 !ractical !honetics and !honology. *reat ,ritainH Routledge. Crutenden" 9. /199>0 *imsons !ronunciation o' +nglish. Ath ed. 4ondonH 9rnold International <tudents- Edition. :oleUelo!R" 9. /56680 ,ossili-ed !ronunciation +rrors in &dvanced .-ech $peakers o' +nglish# &nalysis / $trategies. ,rnoH ;asaryk 1ni!ersity.

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

Heim" ;. /19850 .ontemporary .-ech. 1<9H <la!ica .ublishers" Inc. Penkins" P. /566=0 +nglish as a )ingua ,ranca# &ttitude and Identity. <painH E)ford 1ni!ersity .ress. .la!ka" R. 5668. &spects o' +nglish !ronunciation. Ha!lWQkX! ,rodH Mragment. Richards" P. V .latt" P. V Keber" H. /198A0 )ongman 0ictionary o' &pplied )inguistics. *reat ,ritainH 4ongman. Roach" .. /56660 +nglish!honeticsand!honology. 8rd ed. CambridgeH Cambridge 1ni!ersity .ress. <kaliQko!R" 9. /19=>0 $rovn1vac2'onetikaangli3tinya3e4tiny. .rahaH 9cademia. < an" ;. V <mith" ,. /56610 )earner +nglish. CambridgeH Cambridge 1ni!ersity .ress. (hornbury" <. /56680 &n &%5 o' +) # & dictionary o' terms and concepts used in +nglish )anguage eaching. *reat ,ritainH ;acmillan. 1nderhill" 9. /199>0 $ound ,oundations. *reat ,ritainH Heinemann.

9ppendi) Ene
(he dialogue has been transctibed into R. English /black0 and a transcription of the speakers is directly underneath /in red0.

1.A: Did you have a good journey yesterday? | ddu v d dni jestdi | |dd j hev gt drni jestrdei|

2.B: Not too bad, just one short delay waiting in Manchester. | nt tu bd | ds wn t dle wet n mntst |

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

|nt t bet ds wn t dilei weitin in mentest |

3.A: Good.

Would you like something to drink?

Tea, coffee ..? | d | wdu lak sm t dk | ti | kfi| | gut wt j lak smfi t drink| ti kfi |

4.B: Tea would be lovely.

Thank you.

| ti wd bi lvli | k ju | |ti wt bi lvli senk j|

5.A: Its great that we could meet today. | ts ret t wi kd mit t.de| | its greit det vi kt mit tdei |

6.B: Its a real pleasure and its not out of my way at all. | ts rl pler nd ts nt at v ma we t l | |its rl ple ent its nt at v mi wei et l |

7.A: Oh, let me put the kettle on. | | lep mi pt ketl n | | let mi pt de ketl n | B: Yes, then we can catch up on whats been happening since last time. | jes | en wi k n kt p n w ts bi n hpn sns l s tam | |jes zen wi ken ket p n wts bin hepeni sins ls tim |

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

9ppendi) ( o
9 diagrammtic representation of the position of English R. !o els.

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ED7503 Whaddaya Say? Issues of Pronunciation for Czech Learners

(aken from ,o en" (. V ;arks" P. /19950 he !ronunciation "ook# $tudent%centred &ctivities 'or !ronunciation (ork. 4ondonH 4ongman.

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