The Characteristics and Problems of Chinese Students' English Acquisition Pronunciation Patterns

Abstract

In the context of globalization, English phonetic competence has increasingly been recognized as a crucial indicator of language proficiency. However, despite sustained instructional focus on phonetics, Chinese learners of English continue to exhibit persistent pronunciation inaccuracies, which impede their oral communicative effectiveness. This paper systematically examines the typical patterns and underlying causes of English phonetic acquisition challenges among Chinese students, drawing on linguistic, phonological, and pedagogical perspectives. The findings indicate that learners' difficulties occur primarily at two levels: segmental inaccuracies, such as phoneme substitution, and suprasegmental deviations, particularly in rhythmic patterning. These issues are largely attributable to typological discrepancies between the Chinese and English phonological systems. In response, this study proposes a diversified pedagogical framework that integrates intelligent instructional technologies with cross-linguistic awareness. The model encompasses three key dimensions: a reconfigured learning environment enabled by adaptive tools for personalized training, a flipped classroom structure to facilitate interactive practice, and a developmental assessment mechanism emphasizing suprasegmental mastery and learning progression. This approach aims to enhance the efficiency and precision of English phonetics instruction in China.