Babkina, V. (2018). Phonological interference of mother tongue over the English

 
 
 
 
 
 
 

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115 
 
 
 
 
 
 
 
 
 
 
ANNEXES 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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116 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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117 
Annex 1. 
Questionnaire. 
 
Instructions to the respondents: Please read the cases of phonological 
interference of a mother tongue over the English language consonant sounds 
pronunciation that Peruvian EFL learners usually deal with. Please note that the 
given sentence examples for each case are just referential, you can think of 
more examples. 
Question: To what extent does each case of phonological interference impede 
meaningful communication between a Peruvian learner of the English language 
and a recipient? (put a cross in a box below). 
1. Replacing palato-alveolar fricative /ʃ/ with palato-alveolar affricate /tʃ/.
Example 1. Coca Cola supplies with materials, ingredients, machinery… 
Example 2. This research shows that the number of the company’s shareholders 
is increasing.
Example 3. She shares power with her three brothers.
2. Replacing the fricative labio-dental sound /v/ with the plosive/stop bilabial 
phoneme /b/.
Example 1. Natura gives money to its employees. 
Example 2. They have ten international boutiques.
Example 3. First, she travelled to various places…
In most cases it is 
difficult to 
understand the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
replaces the sound /ʃ/ with 
the sound /tʃ/. 

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118 
3. Devoicing the voiced alveolar fricative sound /z/ to the voiceless alveolar 
fricative sound /s/ in an intervocalic/ word-initial position. 
Example 1. One example of the benefits is that it attracts more employees…
Example 2. They take holistic approach using responsibility of purchasing 
practices.
Example 3. He is an executive vice president of the company.
4. Adding the neutral sound /ə/ at the beginning of the words that starts with 
consonant clusters, for example, /sp/, /st/, /sm/, /sl/, /sk/, /sw/, /sn/. 
Example 1. They get this information from statistical studies. 
Example 2. This behavior can make it less appealing to their stakeholders.
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning 
can 
be 
deduced 
from 
the 
context. 
It 
is 
always 
easy 
to 
understand a person adds 
the neutral sound /ə/ 
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
replaces the sound /v/ with 
the phoneme /b/. 
In most cases it 
is difficult to 
understand the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
devoices the sound /z/ in 
between the vowels.

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119 
5. Replacing palatal semi-vowel / glide /j/ with palato-alveolar fricative /ʒ/ or 
palato-alveolar affricate /dʒ/ in utterance/word -initial position.
Example 1. Yellow colour is used by Inca Cola to represent Peru.
Example 2. It was a small bank but within the years it started to grow.
6. Replacing the palato-alveolar affricate /dʒ/ with palato-alveolar fricative /ʒ/. 
Example 1. It is divided into two stages.
Example 2. They use information about approximate age of people who 
consume their products.
Example 3. He is in charge of the development and franchising department.
Example 4. The amount of alcoholic beverages sold last year was gradually 
increasing. 
7. Eliminating bilabial consonant sounds /m/, /p/, /b/, and a labio-dental 
consonant sound /v/ after a vowel at the end of the word.
Example 1. In 1985 (nineteen eighty five) Bacchus company ….
Example 2. I would like to report about different types of market research.
Example 3. Suppliers should comply with company safety requirements at the 
time of products delivery.
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
replaces the sound /j/ with 
sound /jz/.
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
replaces the sound /dʒ/ with 
the sound /ʒ/. 

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120 
8. Devoicing a voiced consonant sound at the end of the word.
Example 1. Inca Cola combined the Peruvian culture and the food.
Example 2. His head office is located in Ica, Peru.
Example 3. They sell drugs to many countries. 
9. Replacing voiced dental fricative /ð/ with the sound /d/ and unvoiced dental 
fricative /θ/ with the sound /t/ or /f/.
Example 1. Another advantage of quality products is … 
Example 2. He shared the power with his three brothers.
Example 3. Their mission is to be different from other chocolatiers.
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
eliminates 
a 
bilabial 
consonant sound after a 
vowel at the end of the 
word.
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
devoices 
a 
voiced 
consonant at the end of the 
word. 
In most cases it is 
difficult 
to 
understand 
the 
speaker. 
Sometimes, 
but 
the 
meaning can be deduced 
from the context. 
It 
is 
always 
easy 
to 
understand a person who 
replaces the sound /ð/ with 
the sound /d/ and the sound 
/θ/ with the sound /t/ or /f/.

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121 
Annex 2. 
The International Phonetic Alphabet 
The table contains the phonemes of the English language. The IPA 
symbols are used in the modern dictionaries for English learners.

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122 
Annex 3. 
Oral Test.
Teacher´s sheet. 
Instructions: Teacher listens to the students´ answers. Teacher marks 
✓
for a 
correct answer and X for a wrong answer. 
1. Evaluating the pronunciation of the sound /ʃ/. (Case 1. Replacing palato-
alveolar fricative /ʃ/ with palato-alveolar affricate /tʃ/. 

Instructions: Teacher tells the student: “Please read the phrases out 
loud”. (10 points)
Student reads aloud: 
Marks
1. All our food is fresh and we serve delicious international 
specialities.
__ __
__ __ 
2. Are there shops in Russia where you can pay cash? 
__ __ __ 
3. This is a very special pronunciation machine.
__ __ __ 
Total
2. Evaluating the pronunciation of the sound /z/ in an intervocalic/ word-initial 
position. (Case 3. Devoicing the voiced alveolar fricative sound /z/ to the 
voiceless alveolar fricative sound /s/ in an intervocalic/ word-initial position.). 

Instructions: Teacher tells the student: “Please read the words aloud”. 
(10 points) 
Student reads aloud: 
Marks 
Student reads aloud: 
Marks
1. president 
6. easy 
2. scissors 
7. isn´t 
3. zoo 
8. roses 
4. zero 
9. museum 
5. music 
10.using 
Total
3. Evaluating the sound /j/ in utterance/word -initial position. (Case 5. 
Replacing palatal semi-vowel / glide /j/ with palato-alveolar fricative /ʒ/ or 
palato-alveolar affricate /dʒ/ in utterance/word -initial position). 

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123 

Instructions: Teacher tells the student: “Please read the words aloud”. 
(10 points). 
Student reads aloud: 
Marks 
Student reads aloud: 
Marks
1. yes 
6. years 
2. yellow 
7. young 
3. yesterday 
8. university 
4. using 
9. yogurt 
5. yet 
10. union 
Total
4. Evaluating the pronunciation of the sound /dʒ/. (Case 6. Replacing the palato-
alveolar affricate /dʒ/ with palato-alveolar fricative /ʒ/). 

Instructions: Teacher tells the student: “Please read the phrases out 
loud”. (10 points) 
Student reads aloud: 
Marks
1. Languages are a bridge between people. 
__ __ 
2. Who´s wearing a blue jacket and jeans? 
__ __ _ 
3. Jack started his job as a General Officer in January.
__ __ __ __ 
4. At what age are you allowed to fly a jet? 
__ __ 
Total
5. Evaluating the pronunciation of bilabial consonant sounds /m/, /p/, /b/, and a 
labio-dental consonant sound /v/ after a vowel at the end of the word. (Case 7. 
Eliminating bilabial and a labio-dental consonant sounds after a vowel at the 
end of the word). 

Instructions: Teacher tells the student: “Please read the words aloud”. 
(10 points). 

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124 
Student reads aloud: 
Marks 
Student reads aloud: 
Marks
1. name 
6. game 
2. five 
7. tribe 
3. time 
8. hive 
4. type 
9. job 
5. same 
10. cheap 
Total
6. Evaluating the pronunciation of a voiced consonant sound at the end of the 
word. (Case 8. Devoicing a voiced consonant sound at the end of the word).

Instructions: Teacher tells the student: “Please read the words and word 
combinations aloud”. (10 points).
Student reads aloud: 
Marks Student reads aloud: 
Marks 
1. the end of the road
6. head 
2. packing my bags 
7. mad 
3.writing on the board 
8. snob 
4. to buy your food 
9. Rob 
5. big 
10. dog 
Total
7. Evaluating the pronunciation of the sounds /ð/ and /θ/. (Case 9. Replacing 
voiced dental fricative /ð/ with the sound /d/ and unvoiced dental fricative /θ/ 
with the sound /t/ or /f/. 

Instructions: Teacher tells the student: “Please read the words aloud”. 
(10 points).
Student reads aloud: 
Student reads aloud: 
Marks
1. this 
6. thanks 
2. mother 
7. three 
3. together 
8. birthday 
4. they 
9. Thursday
5. other 
10. month 
Total

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125 
Annex 4. 
Transcription of the oral pre-test/ post-test evaluation material. 
All the correct answers were highlighted with a pink marker; all the wrong 
answers were circled in red.
The images of each task were taken from pre-testing and post-testing copies in 
order to be compared.
Sample 1. Student 4. Pre-test score – 8 points; post-test score – 11 points. 
Comments on the comparison, Task 1: As it can be observed from the images 
below, in Task 1 Student 4 improved the pronunciation of the palato-alveolar 
fricative sound /ʃ/ from 4 points to 6 points. The target sound was pronounced 
correctly in the words