Bingke Chen

School of English Studies Xi'an International Studies University

Abstract：

English pronunciation remains persistent challenges for Chinese learners, especially in producing unfamiliar consonants. This study explores the mechanisms underlying errors in / θ / and /v/ among Chinese students from the perspective of articulatory phonetics. Analysis reveals that major error triggers, including first language (L1) transfer, perceptual assimilation, and insufficient articulatory coordination. To address these issues, the study proposes pedagogical strategies such as contrastive minimal pair training, articulatory adjustment exercises, and integrated perception – production practice supported by technological tools. The findings contribute to understanding the physiological and cognitive bases of phonological second language (L2) acquisition and provide practical guidance for improving pronunciation instruction.

Key Words：

articulatory phonetics; English consonants; error mechanisms; pronunciation teaching