4.1.4 The four groups’ average performances of /ʃ /, /tʃ / and /dʒ /

3176Hz

English native speakers place their tips of tongues in a

further back location than the other three

groups.3706Hz 4002Hz

3590Hz

The LPC average of /ʃ /,/tʃ / and /dʒ / at the codaThe LPC average of /ʃ /,/tʃ / and /dʒ / at the coda

3619Hz

Group3

Group2

Group1

Group4

4.1.5The effects of an additional four years of English learning experience

4.1.5.1 Group 2 vs. Group 3 Levene's Test for

Group N Mean Std. Deviation Std. Error Mean Equality of Variances

garage 2 10 3562.80 982.586 310.721 .708

3 10 3657.90 1102.562 348.661

breathe 2 8 5450.13 679.166 240.121 .194

3 10 5348.20 1574.735 497.975

teeth 2 10 5601.40 1385.170 438.029 .297

3 10 5367.40 816.747 258.278

bridge 2 9 3579.67 966.515 322.172 .825

3 10 3826.30 1018.850 322.189

teach 2 10 3486.70 824.576 260.754 .072

3 10 4130.50 1189.397 376.120

wish 2 9 4050.33 1474.352 491.451 .171

3 10 3805.50 1169.749 369.907

*When p value is smaller than .05, the groups perform significantly differently.

4.1.5The effects of an additional four years of English learning experience

＊ As seen in Table, Group Three does not produce the six fricatives and affricates significantly differently from Group Two.

＊ This is because the p values of these sounds are all above .05.

＊ This result supports the first hypothesis, that an additional four years of English learning experience is not helpful in improving pronunciation of the L2 similar phonemes.

4.1.5.1 Group 2 vs. Group 3

4.1.5The effects of an additional four years of English learning experience

＊ As seen in Table, Group Four does not produce the six fricatives and affricates significantly differently from Group Three.

＊ This is because the p values of these sounds are all above .05.

＊ This result supports the first hypothesis, that an additional four years of English learning experience is not helpful in improving pronunciation.

4.1.5.1 Group 3 vs. Group 4

4.1.6 The effects of an additional eight years of English learning experience(Group 2 vs. Group 4 )

Group N Mean Std. Deviation Std. Error Mean p value

garage 2 10 3562.80 982.586 310.721 .728

4 10 3573.80 1063.714 336.376

breathe 2 8 5450.13 679.166 240.121 .156

4 9 4759.00 1377.230 459.077

teeth 2 10 5601.40 1385.170 438.029 .827

4 10 5126.10 1372.902 434.150

bridge 2 9 3579.67 966.515 322.172 .631

4 10 3590.00 1115.961 352.898

teach 2 10 3486.70 824.576 260.754 .365

4 10 3630.70 1016.352 321.399

wish 2 9 4050.33 1474.352 491.451 .358 4 10 3549.40 1326.832 419.581 *When p value is smaller than .05, the groups perform significantly differently.

4.1.6The effects of an additional eight years of English learning experience

＊ An additional eight years of English learning experience are not effective in improving pronunciation because none of the p values of /ʒ /,/θ/,/ð/,/tʃ /, /dʒ /, and /ʃ / are below .05.

－ Therefore, the second hypothesis is not supported.

－ This result provides support for the Speech Learning Model (SLM), which is based on the concept that even though one an L2 learner is experienced, they still cannot produce phonemes in ways that are exactly the same as an L2 native speaker can.

Group 2 vs. Group 4

Chapter Four: Results and Analysis

/ʒ /,/θ/,/ð/,

/tʃ /,/dʒ /,/ʃ /

as

4.1.1

Group 2 vs.

Group 1

4.1.2

Group 3 vs.

Group 1

4.1.3

Group 4 vs.

Group 1

4.1.4 The four

groups’ average

performances of

/ʃ/,/tʃ/,and /dʒ/

4.1.5 The effects

of an additional

four years of

English learning

experience

4.1.6 The ffects

of an additional

eight years of

English learning

experience

4.1 Coda garage teeth breathe teach bridge wish

4.2 Onset pleasure mother teacher teenager fisherman

before

/ɚ/

4.3 Onset thousand without chocolate John shop

before /a/

4.4 Onset thief these cheese jeans sheep

before /i/

4.2 /ʒ/,/θ/,/ð/,/tʃ/, /dʒ/, and /ʃ/ as onsets before /ɚ/

＊ The greater number of the peak value it is, the more to the front the tip of the tongue is.

＊ Moreover, the F2 of the CV transient is compared.

4.2 /ʒ/,/θ/,/ð/,/tʃ/, /dʒ/, and /ʃ/ as onsets before /ɚ/

＊ The order of the tip of the tongue from front to rear of Group One is /ð/(4822)> {/tʃ /(3621),/ʃ /(3334), /ʒ /(3275), /dʒ /(3013)} .

＊ The order of the tip of the tongue from front to rear of Group Two is /ð/(4741)> /ʒ / (4608)> /dʒ / (4275)> /ʃ /(4124)> /tʃ / (3579).

－ /dʒ/, and /ʒ/ with significant difference from Group One. The p value of /dʒ / is .025, of /ʒ / is .000.

－ Taiwanese students tend to replace /ʒ/ with /dʒ/, and some English native speakers do the same.

4.2.1 Group 2 vs. Group 1(English Native Speaker)

4.2 /ʒ/,/θ/,/ð/,/tʃ/, /dʒ/, and /ʃ/ as onsets before /ɚ/

＊ The order of the tip of the tongue from front to rear of Group One is /ð/(4822)> {/tʃ /(3621),/ʃ /(3334), /ʒ /(3275), /dʒ /(3013)} .

＊ The order of the tip of the tongue from front to rear of Group Three is /ð/(5294)> /ʃ /(4362)> {/ʒ /(3832), /tʃ / (3756), /dʒ / (3697)}

－ /tʃ /,/dʒ/ and /ʒ/ with significant differences from native speakers. The p value of /ʒ/ is .007, of /dʒ/ is .004, and of /ʃ/ is .008.

4.2.2 Group 3 vs. Group 1(English Native Speaker)

4.2 /ʒ/,/θ/,/ð/,/tʃ/, /dʒ/, and /ʃ/ as onsets before /ɚ/

＊ The order of the tip of the tongue from front to rear of Group One is /ð/(4822)> {/tʃ /(3621),/ʃ /(3334), /ʒ /(3275), /dʒ /(3013)} .

＊ The order of the tip of the tongue from front to rear of Group Four is /ð/(4946)>/ʃ /(4014)>{/ʒ /(3306),/tʃ /(3172),/dʒ /(2940)}.

－ /ʃ/ with a significant difference, with a p value of .026.

4.2.3 Group 4vs. Group 1(English Native Speaker)

4.2.4 The four groups’ average performances of /ʃ/, /tʃ/ and /dʒ/4.2.4.1 The comparison of the four groups’ LPC average performances of /tʃ /, /dʒ /, and /ʃ / before /ɚ/

3323Hz

English native speakers place their tips of tongues in a

further back location than the other three

groups.3993Hz 3938Hz

3375Hz

The LPC average of /ʃ /,/tʃ / and /dʒ / before /ɚ/The LPC average of /ʃ /,/tʃ / and /dʒ / before /ɚ/

3657Hz

Group3

Group2

Group1

Group4

4.2.4 The four groups’ average performances of /ʃ/, /tʃ/ and /dʒ/

＊ All four groups place the tips of their tongues in a more front location when producing /tʃ /, /dʒ /, and /ʃ / than when pronouncing /ɚ/ because the overall trend is from high frequency to low frequency.

＊ Group 1 CV transient from palatals to schwa does not show any significant changes, and thus when this group pronounces /tʃ /, /dʒ /, and /ʃ / with /ɚ/, they place their tongues in similar locations.

＊ Group Four’s performances of the palatals before /ɚ/ are closer to those of Group One.

4.2.4.2 The four groups’ second formants in the CV transient

4.2.5The effects of an additional four years of English learning experience

＊ As seen in Table, Group Three does not perform significantly differently from Group Two.

＊ This is because the p values of these sounds are all above .05.

＊ This result supports the first hypothesis, that an additional four years of English learning experience is not helpful in improving pronunciation of the L2 similar phonemes.

.

4.2.5.1 Group 2 vs. Group 3

4.2.5 The effects of an additional four years of English learning experience

＊ As seen in Table, Group Four does not produce the fricatives and affricates significantly differently from Group Three.

＊ This result supports the first hypothesis, the additional four years of English learning experience at school is not one of the factors that improve the pronunciation of L2 similar phonemes.

4.2.5.1 Group 3 vs. Group 4

Thank You!