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Before designing pronunciation teaching, there are some problems to tackle. Theauthor reviews pronunciation model, scope of pronunciation teaching, and Chineselearners’common errors.

2.1.1 Pronunciation Model

Learners of English pronunciation at beginners’ level are advised to model theirproductive performance in pronunciation by choosing one model of spoken English“to restrict himself to a careful, colloquial style” (Cruttenden, 2001: 297). For secondlanguage teachers, it is necessary to stick to one model to aid students’ pronunciationacquisition at the primary level. Later, after students have achieved certain productivelevel, as some linguistics suggested, teachers can introduce other models ofpronunciation to enhance learners’pronunciation receptive competence.

Though English pronunciation has various variants of regional accents throughoutthe word, British accent and American accent are the two most influential ones. Acommon model of British accent is the Received Pronunciation (henceforth RP). Thethesis applies RP as the pronunciation model. As Cruttenden (ibid: 298) stated “if amodel based on a British pronunciation is used for the foreign learner, General RP isstill recommended as the target”. The thesis chooses RP as the main model for tworeasons: first, many textbooks and dictionaries, including Cambridge EnglishPronouncing Dictionary, established RP (also called BBC accent) as pronunciationmodel (Jones, 2011); second, the most widely used English textbooks for compulsoryeducation in Shanghai are Oxford English series, which also uses RP accent.

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2.2 Mobile-Assisted Language Learning (MALL)

2.2.1 Definition of MALL

It is considered that Mobile-assisted language learning (MALL) is a subdivisionof computer-assisted language learning (CALL) research (Yang, 2013).

The term CALL was developed in the 1980s (Chapelle 2001). In the early stageof research, CALL was generally considered by scholars and researchers as “thesearch for and study of applications of the computer in language teaching and learning”(Levy, 1997: 1). However, with the development of computer technology and itsbroader influence on people’s life, the definition of CALL was brought into a broaderconcept as “learners learning language in any context with, through, and aroundcomputer technologies” (Egbert, 2005: 4).

The evolvement of mobile devices such as MP3/4, smart phones and palmtoptablets and their more inclusive applications for language learning contribute to thestudy of MALL. Mobile devices, according to Trifanova and others (2004: 3) are“small, autonomous and unobtrusive enough to accompany us in every moment”,which allows learning through mobile devices to happen as long as people have agood network connection. Therefore, MALL can be defined as learners learninglanguage with the aid of mobile technologies.

Table 2.6 Categories of manifestation of transfer

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Chapter Three Research Methodology......................28

3.1 Research Questions...........................28

3.2 Research Subjects .................................28

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