Persian (Farsi)–English

The overlay of the L1 consonant phonemes onto the target English inventory results in the following:

Missing target phonemes in L1 include /θ, ð/, which are substituted for by [t, d] respectively. Persian also lacks /w/; although several manuals suggest the rendition as [v], it actually is a frictionless approximant [ʋ].

The r-sound presents a salient phonetic difference, as it is an alveolar trill /r/ in Persian, with its allophones of a voiceless trill [r] in final position, and the tap [ɾ] intervocalically. The result is a clear foreign-accented English target /ɹ̣/.

Vowel mismatches creating under-differentiations are shown in the following:

As in many other languages, the Persian vowels replacing the targets do not have the English distinctions of tense/lax; rather, the quality of the vowels is in between.

The syllable structure of Persian, which can be described as (C) V (C) (C), is responsible for the difficulties experienced with the target double and triple onsets of English. Epenthetic (prothetic in the case of s-clusters) vowels are used to break up the impermissible clusters. Triple codas are problematic, as they do not exist in L1. Also, although Persian allows double codas, the combinations are more limited than those demanded by English; thus learners may experience difficulties with certain targets.

Since Persian stress is generally on the ult, there is considerable difficulty with English stress patterns. Combined with the difficulties in lexical stress, the syllable-timed characteristic of Persian, which does not allow any vowel reduction, may lead to a very different rhythmic pattern than that of English.

The following summarizes the major trouble spots:

• missing target phonemes: /θ, ð, w/;

• salient phonetic differences: r-sounds;

• insufficient separation of target vowel contrasts;

• onset and coda clusters;

• stress;

• rhythm.

The comparisons between English as L2 and several languages as L1 we have looked at repeatedly highlighted certain problematic areas for learners. (Table 1 Differential Treatment of Mismatches) summarizes these important targets that create phonemic as well as some signific ant phonetic clashes (the 15 languages include the 10 we looked at and another 5).