This paper scrutinizes the consonant alternations of Chinese Pidgin English in The Chinese and English Instructor(1862) that has been known as the representative text of CPE. The Chinese and English Instructor was written by Tong Ting-shu who was a comprador of Guangdong province, and composed of six volumes. Particularly, a part of volume 4 and a total of volume 6 consisted of CPE phrases or sentences. Therefore two volumes are very important for analyzing phonology, morphology and syntax of CPE. The CPE had been used primarily in Chinese southeastern coast from the early 19th century to the beginning of 20th century, and is a representative pidgin as a mixture of Cantonese and English. In CPE many consonants are replaced to others: from a fricative to a plosive and consonants cluster simplification etc. In The Chinese and English Instructor, particularly, we can see several consonants alternation. Firstly, [v] replaced [f], [w], and [p]/∅. Cantonese dose not have the [v] sound, so it changed to other consonants. Secondly, English plosives replaced aspirated voiceless plosives or unaspirated voiceless plosives because of the phonological system of Cantonese. However, this alternation is inconsistent and very complicated. Thirdly, [š] replaced the [s] sound in the condition that some vowels come after [š] or under the last syllable. But this vowel always replaced [syu] under some conditions. Fourthly, all of [θ] and [ð] sounds replaced [d], but only in the case ‘thisee’ and ‘the’ [ð] replaced [l].

보컬은 음정과 박자가 완벽하더라도 가사전달이 제대로 이루어지지 않으면 가사 의미가 정확하 게 전달되지 않는다. 이에 청중은 불편함을 느끼고, 객관적인 시각에서도 균형미를 갖춘 노래라 고 볼 수 없다. 따라서 기술적인 훈련과 함께 가사전달을 위한 발음훈련도 중요하다. 특히 받침 발음은 글을 혹은 가사를 소리 내어 발음할 때와 곡조에 따라 발음 할 때 각각 차이가 있으므로 이런 관점을 중심으로 연구하였다. 마야의 ‘진달래 꽃’을 기준으로 음표길이에 따라 각각의 발 음, 특히 받침 발음을 중점으로 분석하였다. 장르와 템포에 따라 딕션의 세기가 달라지고 가수마 다 구강 구조와 습관 및 가사 표현이 다르므로 받침 발음의 발음기호를 표준 할 수 없지만 이 연구 를 통해 음표 길이에 따라 모음 길이 및 연음 법칙이 변화된다는 결과를 도출하였다.

Based on the "YukjoBeoppoDangyeongEonhae"(《六祖法寶壇經諺解》）the Chinese characters as material, according to the similarities and differences between the sound of Mr. Wang Li at the beginning of the phenomenon of archaic Chinese initials and "Dongguozhengyun"(《東國正韻》), firmly grasp the "xiamu"(匣母) divided into nine clues and researching. Research shows that it is differentiation of tongue and is based on ancient tone sound dental tongue and teeth on the voice, become a part of the ancient pronunciation. But Mr. Wang Li‟s ancient tone thirty-two initials included in ancient Chinese tongue tone and dental, and lack of credibility. Twenty-three lines rhyme tables of "Yun Jing"(《韻鏡》) have one to four words, such a sound and positive dental tongue and tongue for sound and positive dental complementary in the two or three rhyme, which is the ancient tone differentiation specific description of the sound track. At the beginning of the twenty-three sound and rhyme "Yun Jing"(《韻鏡》) twenty-three lines of consistency of Korea. And Mr. Wang Li‟s ancient tone thirty-two initials included in ancient Chinese composition, and "Yun Jing"(《韻鏡》) reflect different. So Korea in early twenty-three sound is Credibility is higher than that Li-Wang‟s thirty-two consonants. It is from this sense that we say Korea Chinese characters sound out and is based on ancient Chinese higher.

This paper investigated the effects of Korean syllable structure on the acquisition of English consonant clusters on the basis of the speech data collected from a total of 8 Korean middle school students (2 females and 6 males). A total of 24 English monosyllabic words that formed 8 different quasi minimal triplets was employed and recorded. Each triplet consisted of mono-consonantal, bi-consonantal, and tri-consonantal words like pin, spin, spring or pin, pink, pinks. The three words at four triplets were differentiated by the number of consonants at the onset position and those at the other four triplets, at the coda position. Using a 5 point-scale scoring method, two native English speakers rated the speech data in terms of (i) intelligibility and (ii) the scoring of bi- and tri-consonantal words with three points being fixed on mono-syllabic words. The main finding was that the tri-consonantal words scored the lowest, bi-consonantal words were in the middle, and mono-consonantal words scored the highest. But, this general tendency held true only at the words dissimilar at the coda position. At the onset position, on the other hand, the mono-consonantal words scored the lowest. The in-depth analysis that followed the rating showed that a comparison of the words in terms of the syllabic intelligibility can be properly made only when each consonant comprising a syllable is intelligibly articulated on its own.

The pronunciation of Sino-Korean is different from Modern Chinese, which brings negative mother tongue transfer effect to Korean students‘ pronunciation, listening and speaking abilities. To reduce the negative transfer effect and to improve Korean students’ listening ability, the author compares and analyzes the initial consonants of Sino-Korean with 2500 frequently used initial consonants of Chinese words taken from the Modern Chinese Common Character List, instituted on January 1988, by the State Language Commission and the State Education Commission of China. This comparative study presents a full overview of the pronunciation difference between Chinese Mandarin and Sino-Korean, which provides valuable guidance for students in learning and understanding those differences.

It is highly likely that Korean college students often commit inadvertant speech errors of replacing /t/ or /d/ with palatoalveolar /ʧ/ and /ʤ/ in the consonant clusters of /tr/ and /dr/. The writers presume that this is due to their confusion about the place of articulation of /t/ and /d/ with /ʧ/ and /ʤ/ /in /tr/ or /dr/ sequence, their lip-rounding difference from that of /ʧ/ and /ʤ/, and finally students’ inaccurate knowledge about the phonetic constraint of */ʧr/ and */ʤr/ in English syllable structure. Under such hypotheses this study analyzes the responses from an experiment group of fifteen Korean college students based on phonetic theories and probes into possible background reasons for this over-production as a form of speech errors.