Abstract
This study investigates the pronunciation difficulties faced by Cantonese-speaking English as a Foreign Language (EFL) learners, focusing on segmental errors in both vowels and consonants. A production experiment was conducted with 13 Cantonese university students, examining their performance on carefully selected minimal pairs embedded in short sentences. The results revealed common pronunciation errors, including the substitution of /æ/ with /ɛ/, final consonant devoicing, and /v/ substituted with /w/. These errors were analyzed in relation to the functional load (FL) principle, which emphasizes the importance of phonological contrasts that contribute most to intelligibility. The findings highlight that errors with high FL values, such as /æ/-/ɛ/ and /p/-/b/, should be prioritized in pronunciation instruction to enhance learners’ overall intelligibility. The study concludes with pedagogical implications for teaching pronunciation more effectively in Cantonese EFL contexts.
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