IDENTIFIERS *Portuguese (Brazilian)

Differences in the English and Brazilian Portuguese (BP) phonological systems that may lead to a slight accent in Brazilian learners of English as a Second Language (ESL) are examined. Segmental and suprasegmental features of the two systems are compared and contrasted, noting areas in which ESL learners may tend to substitute a BP segment for a closely-related English segment. Vowels, diphthongs, and consonants are inventoried in this way, and syllable structure (consonant clusters, syllable length and rhythm, and stress and intonation) are similarly explored. It is concluded that rhythm and stress are the greatest sources of difficulty for BP learners of ESL. Because these are major cues to meaning in English, teaching rhythm and stress is essential. If teachers demonstrate how foreground information is prominent and background information is unstressed in listening comprehension exercises, learners will develop metacognitive awareness of the fact and monitor their speech better. Extensive exposure to natural, everyday discourse is the best way for learners to develop sensitivity to the target language prosody. (MSE) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * Portuguese vs. Englis