42 (2013 2 © 2013 Narr 4 H OLGER S CHMITT * Teaching the TRAP vowel to speakers with a Germanlanguage background Abstract. y ! ! ! " ! ! ! % < - " # # ! " #! ! % Q æ Q % #! bad, hand, black & " ! ! % ! < Q Q & Q Q ! ! + ! & ! % # ! + ! bet # < Bett “" #| \ ! ! "! #! ! & € ! \ % % ! ! ! ! & ™ % ! # ! % " \ \ " ! - ! ! " & 1. Introduction ™ ! # % ! #! + ! # j ! < \ ! + ! “ -! #|` \ ! % # # % # + ! \ ! % \ # ! the) a # ! ! ! thumb & ! ! + ! ! ! # Q%Q % #! where, when, why % #! wine, window word& ™ ! # j ! + ! vowel\ ! - ! ! % #! ` ! '@6 + % ! word, shirt, turn & \ " ! ! # + ! 6 ƒ % & & % ! ! # % #! bad, hand #\ + ! \ laugh & ! \ 6 ƒ # " # ! " # ! “ | “ # ! ! |\ " ! ! % < - " # # ! " #! ! ! - 5 & y 6 ƒ % " " # % - % ! ! " C + + -M @6 € [ &] (2010: 45-Œ ` ! ! ! ! % # ! # ! ! - ! _ ! \ % # " ! # ! # ! #! * Address for correspondence: ƒ* * & Holger S CHMITT \ @ ! † $ \ € ! ˆ ! \ ! # { \ Y‰X[ $ ONN \ < & E-Mail: ƒ ! ‹% "&# Areas of research: +# ! ! \ \ ! ! ! & N i c h t t h e m a t i s c h e r T e i l 116 Holger Schmitt 42 (2013 2 4 & ™ % " " # ! \ - \ # ! " & ! ! 6 ƒ , ## ! ! _ ! % " & $ % # ! \ % \ % % ! j _ ! % \ # % \ 6 ƒ ! ! & 2. The significance of TRAP " ! ! { + ; X”•” M 6{ [‰XX # - ! “ # |\ ! " # ! ! # # ! \ # # - ! & > ! j ! j ! ! # # ! ! ! % ! ! & M 6{ [‰XX^ • \ j \ ! ! # j # % \ ! % # ! # " - ! ! ! # -‘& j ! ! ! ! ! ! ! " ! & _ ! ! \ ! \ % ! ! # 6 ƒ & ™ ! _ ! % # ! & ! \ Q æ Q ! \ ! # ! #! ! % # ! ! - & ™ ! \ ! - & ! \ % ! # ! \ ! ! # ! # - ! # ! ! thin # sin mouth # mouse\ # % ! # " " # wet # vet, w(h)ine # vine whale # veil " ! # Q%Q\ ! ! % ! ! # # bad ! & bed mat ! & met& € ! ! ! \ ! ! # ! # ! # " ! # " ! % \ Q æ Q ! & Q Q\ is # ! man/ men\ ! The m(a/ e)n would like to go now " ! % # j % # ! The m[+]n was looking at me. & 1 C y6* X”} # # “ #| ! ! Ž - " ! % #! j  ‘ ! ! # ! ’ " #&:  & ! # X‰‰\ # " j ! ! ! ! j & ! " % Q æ Q # Q Q Pam ! & palm \ j \ ! # Œ&\ ! ! % ! ! ` Q Q # Q u Q pull ! & pool ! # 7, Q Q # Q Q pet - pot Œ\ % Q½Q ! & Q Q ship ! & sheep ! ”& y ! Q æ Q ! & Q Q ! # X& ! ! \ " ! 1 > ! sacks ! ! " ! ! & Teaching the T RAP vowel to speakers with a German-language background 117 42 (2013 2 4 ! ! [¾ ! ! " " ! # XY Œ ! - ] # & C y6* ! # " ! % ! \ j \ ! # # ! ! " ! ! " % j ! \ " ! j _ ! & * 6+ ˜{+ X”^ •X & C y6* , $ 6y™' X””X # #\ # ! ! ! ! & ! # \ j \ “ " ! " ! ! |\ “ _ " ! ! | # “ ! |& € #\ $ 6y™' # ! # % X‰- ! ! \ %- ! # ! ! ` ! ! ! # ! ! # % & y ! ! \ # # ! ! ! Q æ Q ! & Q Q ! ! ! ! ! " X‰ # \ ! \ " Q æ Q # Q Q Ž _ \ # ! + ! ! # ! ! ! ’ " #&^ [[X & - - ! ! \ \ 6 ƒ % ! ! & € ## ! \ # ! # ! - ! & ! ! ! ! ! ! ! ! ! ! - ! ! ! & ! ! % * 6+ ˜{+ X””\ X” % #& ! # + ! ! # ! [Œ j ! \ % % - < ! ! + ! # " % X[ XŒ ! & j ! % # " + ! ! \ % ! " - < # + ! & % " j ! ! # ! ! ! & y ! j ! % ! # + ! # # ! ! " % ! # % ! ! " - ! ! & ! % ! # j ! - ! # # ! " \ ! ! # ! ! ! (* 6+ ˜{+ 1998: 206 & y \ ! ! # # Q Q ! # Q æ Q ! # ! ! ! ! &  # # ! ! ! ! \ j \ ! Q! Q Q Q\ " ! ! ! "! # & & ! Q! Q Q]Q ! - " - ! & ™ # \ % % % \ 6 ƒ ! ! # ! " ! ^ 6 ƒ - *6+ ! ! ! ! ! " #& € ! ! ! ! % % #! bed bad, met mat & & € \ # ! ! \ # ! - # ! # ! \ # ! ! ! ! # # ! “< | + ! & 6 ƒ ! # # # ! ^ ! " $ ! + ! Received Pronunciation 6ƒ # General American ! % ! X + ! # ! ! # ! + ! & T 6@*<€ Q '' [‰‰ & 118 Holger Schmitt 42 (2013 2 4 3. TRAP as a linguistic phenomenon 3.1 The name and symbolism of TRAP 6 ƒ ! " $ ! „ ™ + \ % \ ! ! % Accents of English X”[ \ # ! # ! ! ! ! " % #! " ! # ! " % ! + ! ! ! # ! \ ! “ j ! ! |\ % #! ! % & ! ! ! ! # " ! ! # " ! # - % ! # ! & y ! ! % #\ j \ " ++ + Q Q \ {€ Q Q #\ % % # % " ! ! % 6 ƒ , *6+ Q Q ! bet, said, bell & & € - # ! j ! \ " ! # # ! " Q æ Q ! # ! ash& 6 ƒ ! ! # " ! " Q æ Q " $ ! # + ! ` % ! ! \ % \ ! " ! " yj # @ ! ƒ ! ! ! " Q Q $ ! + ! ! #& ! ! 6 ƒ % ! " ! " $ ^ * ! % # # ! _ Q¿Q ! " # ! ! # %  ‘ -‘& ƒ ! ! ! n ! "! ! Q¿Q - ! #! ! # % # ! ! % " # " ! ! ! # ! M q +6 2012: 60)& € \ \ " ! ! ! ! ! % #! lack # mat % ! ! # < Lack # matt\ ! $ ! & \ % \ # + ! \ € # ! # % ! #\ ! ! " ! " ! # & 3.2 The lexical distribution and spelling of TRAP ™ # ! j # ! " \ 6 ƒ ! ! + ! $ ! + ! \ ! ! ! % #! # % Q Q $ +& ! % #! ! j " # # " ! %! % & € ! Q Q ! staff \ Q Q bath \ Q! Q class # Q Q % # " ! aunt, branch, dance \ ! \ 6ƒ ! ! \ ! 6 ƒ % & ! ! ! ! & & example \ # ! ! - " j $ ! j trans- & + ! #- ! # ! ! " + ! \ ! ! ! # # 6 ƒ & € % \ 6 ƒ ! ! % ! ! # " À Á bad, hand, gas - & ™ ! % 6 ƒ % # # *6+ \ 6 ƒ ! ! # " À Á # *6+ " À Á mat-met, man-men, sacks-sex & & ! \ ! \ # ! % # ! ! % À Á " À Á % % ! # Q æ Q & face, father, village ` ! ! ! \ % \ # ! # ! % ! Teaching the T RAP vowel to speakers with a German-language background 119 42 (2013 2 4 + ! & 2 % j ! Q æ Q ! ! # " ! À Á\ " ! ! # + ! laugh plaid, meringue & > \ % % #! % ! À Á ! ! *6+ & ! % #! # any # many # #! anywhere & ! % ! Thames # # ate& 3.3 The phonetic realization, phonotactic distribution and allophonic variation of TRAP ! " [ æ] ! ! % % \ ! ! # % ! ! \ ! ! " % Y # Œ^ Fig. 1^ ! # % ! # ! Q æ Q ! \  æ ‘ ! ! - - % # # % ` # \ ! ! # ! ! ! ! ! " % - # ! ! & [ æ] ! j ! ! ! j [ j  # % ! ! # # \ ! ! " % " % _ # & ! % ! + ! \ 6 ƒ ! “ #|\ & & % #- ! ! ! # ! & ™ ! ! Q! Q “! \ ! |\ Q" Q “" | # Q Q “ %| ! ! " % % ! ! \ Q! æ Q\ Q" æ Q\ Q æ Q ! - 2 ' \ % \ ! ! j ª@ 6+ ! % % #! dare, fair Mary \ % À Á ! \ \ % ## % ! ! % ! % # " À Á& [ (3)   } (6) X (4) a (5) æ 120 Holger Schmitt 42 (2013 2 4 ! & \ Q æ Q ! ! " ! ! ! + ! & € ! " % #- atom # # land & 6 ƒ ! ! " ! # & % ! + ! \ ! ! % # " # ! " ! ! \ # ! pre-fortis clipping& ! \ ! ! " _ \ % ! % # bad - bat, bag - back, cab - cap & ! ! #& \ % + ! \ Q æ Q ! ! ] # % ! # # % # " ! ! ` ! ! ! ! # Q æ Q ban ! ! ! \ % ! # ! | % bat& ! ! " ! # " ! ! % # ! % % #! ^ ! " % bat` % ban\ % \ ! " # ! " ! ! \ " # % & ! ! 6 ƒ ! # ! ! & % # ! & € \ ! ! ! % # ! ! Q æ Q  ] " Q Q\ ! ! marry # merry " ! ! ! \ ! \ ! ! ! " ! ` & M q +6 2012: 26 & ! ! ! # ! ! # ! & \ $ \ Q æ Q ! ] # " “# | pal # ! ! ! # " ! pack` C y €' Q M ++ [‰‰^ ” & > ! + ! \ Q æ Q " ! " % % ! ! ! ! # ! " & ! \ land England ! #  æ #‘ "  #‘& ! ! # - % #! am, and, as, at, can, had, has, have, shall, than # that, % % # # ! & 3.4 The perception and production of TRAP by speakers with a German-language background ™ % _ \ % ! ! # " ! & ; " % # \ % # " " % ! ! “! #|\ & & % # # ! ] ! " # - ! ! #! ! ! # % # ! ! & # % ! ! # % ! ! % ! ! ` ! #! % ! “ " % | # ! ! ! ! ! # \ ! €$+6> ' [ &] X”} & \ # ! ! ! ! % % |! % " # ! ! ! # " ! & + €> [ &] X”}X` O [‰‰` < UT 2009: 200 & ™ % \ # ! & & ! _ ! ! # \ % # ! ! \ " - ! ! % & ! \ ! # " ! ! \ ! ! \ ! #- ! # ! & ! ! # " ! #\ \ Teaching the T RAP vowel to speakers with a German-language background 121 42 (2013 2 4 ! ! % ! ! & € ! + ! Q æ Q\ ! ! % < - " # ! % \ " ! - # # & € \ 6 ƒ ! # " < # ! + ! % Q Q\ ! mat ! #! met, tan ten # cattle kettle& ! ! ! % # ! # ! " j ! ! % # # ! ! ! % - ! _ & ™ € ] ! # # ! ! ! 6 ƒ # *6+ & & ! # ! ! ! ! \ € ! # ! ! ! - % #! ! ! ! _ ! ! & € ! ! # + ! % # < Bett “" #| & y ! # ! # # ! % \ € ! \ Ž # % ! + ! % # < schlecht “" #| ›’ € ! ! ! # ! ! ] ! ! ! ! & € - ! ! ! # ! ! % \ ! ! \ " ! ! ! ! ! & # " ! # ! | \ € ! \ Ž % ! # ›’ ! ! # ! | ! # " ! \ # ! # " ! \ ŽBad ! #  ‘’ À Á & ! ! # ! bad ! bed& ! ! < ! % ! # # % Y^ ! Q Q # Q Q\ % # _ _ & Welle\ “% | ! & wähle\ “X! ! ! ! |` kenne\ “X! ! ! know| ! & Kähne\ “" ! | &  ! " # % 6 ƒ - *6+ \ ! ! # ! " ! n # % + ! ! & + ! *6+ # < Q Q # # ! + ! % # bet # < % # Bett " ! ! " ! ! % % #! # ! " \ T6 ƒ ! " ! # # & y % ! \ < Q a Q # < Q Q\ Q a Q ! ! " #\ ! “! | ! ! Q Q& € # ! ! ! ! % ! # ! \ ! ! j + ! 6 ƒ # + ! *6+ # _ " _ & ! \ % \ % % j # # % ! ! % # # ! & € ! j ! \ # # # # # - # ! # & 4. Didactic implications and suggestions ! ! # ! ! ! \ ! % ! # \ % - ! # ! % " ] # # ! # # ! ! # " ! # ` ! # # # ! ! % ! " ! % ! # ! & € ! ! % % ! _ ! % % ! % ! ! 6 ƒ ` % ! # # - # 6 ƒ ! ! ` #\ \ % % " ! #& 122 Holger Schmitt 42 (2013 2 4 4.1 Raising awareness ! % ! # \ Q æ Q ! “ # ! ! | !  < ! ! & % % #! back mad ! # < Q Q ! # ! ! ! #! & „ ! # ! # Q æ Q # ! ! ! " # & ! ! " ! ! | % ! ! is # " % # % & # ! \ ! " _ ! & € ! \ % \ ! ! ! % % 6 ƒ ! # ! - ! Q æ Q # Q Q % ! ` ! ! #! \ " j ! " #& #\ # ! ! % - #! ! # #\ 6 ƒ ! " j \ ! " " # # # ! 6 ƒ \ ! \ “ | # *6+ , ! ! % ! % ! ! ! # ! & ! # % ! " ! ! # ! j ! ! & & ! # ! & ! ! ! # ! % # % #! % # j ! ! *6+ % % ! 6 ƒ & > ! \ \ % ` # ! % ! # " ! ! # " % ! ! ! ! ! % % # % # \ # ! j ! # % ! ! ! # # ! & ! # " ! # % ! ! & y ! " ! \ ! # " ! bad - bed land - lend` # # ! ! " ! # ! ! _ % # ! cattle - kettle fanatic - phonetic& @ ! ! ! # # ! ! ! \ ! ! # # ! % # ! sad - said sacked - sect ! ! # ! ! # ! & ! - % # ! " ! ! # % #! % # ! " ! - & ! \ % \ " % ! # ! #! " # & > ! # # ! ! "  ‘ *6+ & ! ! - # ! # ! # *6+ & € € ƒ " \ ! "  ‘ ! #! # # #- % ! % # \ j \ < % #! See “ |\ Esel “# | beten “ |& ™ ! \  ‘ ! ! ! " ! + ! \ & # # < “ # ! | - # % ! ! - # ! ! ! " % Q Q # Q ( Q & Segen “" ! ! | - sägen “ ! %|\ nehmen “ # | - nähmen “! " take| \ < # ! " ! " ! & ! #! ! ! % & & Q Q ! ! # " % # ! " ! < # + ! & 3 € # # - 3 # # # ! ! ! ! \ ! S >€ [‰‰} & Teaching the T RAP vowel to speakers with a German-language background 123 42 (2013 2 4 ! # # ! ! ! \ % \ ! ! " ! #  ‘ ! " " \ " ! ! # " % ! # " & € ! " # ! \ ! ! ! ! % #! < ! 6 ƒ - *6+ \ ! € # % ! # ! # ! " # " & \ ! % - ! should " # & + % \ ! % " ! # % ^ * # % ! % #! › ™ # " › ! % ! # \ ! ! ` ! " ! # " ! % ! ! & ! # ! ! ! \ ! ! # Q æ Q " ! ! % #! ! % ! ! " # & ! ! # ! ! # Q Q ! ! ! # " < # + ! \ ! \ j \ ! % # BettQbet\ # ! ! #! Q Q # Q æ Q % + ! ! & & betQbat, guessQgas, lendQland, begQbag, metQmat, letterQlatter & & @! * % ! # ! ! ! # " - % ! ! " # \ ! % # ! % % % ! & & ] ! #! & $ {+6 (2006) @ Œ # ! ! ! j ! ! \ # “ ! # |\ ! # ! ! # j ! ! # # ! % - ! & 4 ## \ ! ! + ! % #! % 6 ƒ ! # < & ™ % #! “" % #| % \ - ! # # # " % & % # Computer\ j \ ! #  k m pju t ‘ % ! ! # < - an- j  k m pju t ‘ $ !  k m pju tr ‘ j & ! !  æ ‘ + ! # App, backstage, Band % \ # " < ! \ ! #! + ! bent), Batman, Black Box, Camping, Cash, Crash(test), Fan, Flatrate, Hacker, happy, Jackpot, Laptop, Slang # Manager\ % \ # Duden Aussprachewörterbuch (M '<y * X””‰ \ ! - #  m n d ‘ < & ! ! ! % #! ! < # + ! & ƒ ! ! ! " % # ! ! Crashtest\ ! % % ! ! % # # < " # + ! 6 ƒ # *6+ & 4.2 Finding TRAP $ ! # ! ! % % \ ! # # ! ! & ! \ ! ! ! ! # - 4 ' " ! % ! ! ^ ! # ! % *! # ! \ % # ! & ! # Q Q ! \ ! ! # ! ! Œ\  j # ! ! ! # ! % " ! ! & 124 Holger Schmitt 42 (2013 2 4 " & ! ! # % - ! # % # ! ! ! ! ` \ % % " _ ! " ! ! % ! # % *6+ " " & y ! \ % \ % " " # ! & > % _ # ! ! #\ bed !  b d ‘ # bad !  b d ‘\ # % < ! ! & % ! ! " #› € ! ! ! € # # ! # ! \ € ! # " ! % j- - ! ! ! ! \ ! # %  ‘ #  ‘& \ " " #\ € j # !  ‘ #  æ ], ! # # & ! ! ! " ! " ! & $ {+6 [‰‰•^X ! " ! # *6+ # 6 ƒ ! ` ¢- ! # ! # " # ! " ! ™ - # ! \ j ^QQ &% # & Q% Q ^ # ¯ % ! -„ ! ¯j- & # ^QQ &% # & Q% Q ^ # ¯ % ¯ ¯ ! - &! @! ! ! ! " ! ! \ ! ! # ! # # % ! ! ! ! ` \ % \ ! # ! " # % # % ! & € # # ! #! \ % # -" ! # ! & $ {+6 ! ! ! % ! ^ Ž ! ! ! # Q Q  & & Q Q\ & & -‘& y ! # Q æ Q’ " #& & ! \ % \ ! # ! # ! & " ! “ |! | ! % # ! ! " % ¿‘& <  ‘ ¿‘ ! _ ! % # |! " ! & \ ! \ % # " ! “ % ! | _ ! # # " { + ; (2000: 40): Ž€ ! # ! " ! # ! #\ ! # # % ! “ % ! | " % % ! -‘& # ! ! # ! " # # “ | ! #\ # % ! \ ! # ! ! # # ! ! ! # “# ! |& # ! # | # ! ! #\ " \ % # ! # Ž& " % ! ! \ % + ! \ % ! % [ æ ‘ " “ % |` { + ; | S ! ! !  ‘ \ % ! !  ]) #  ‘ ! “ | # “# ! | ! ! " ! j ! ! " & " ! " ! % ! < & !  ( ‘ ! “ | % #  ‘ ! “# ! | % & ! % ! ! < \ " ! # ! % #! ! “ | # “# ! |& \ ! \ < kenne ‘1 ! ! ! & know| # Kanne “ |& # ! ! % kenne\ " ! # Teaching the T RAP vowel to speakers with a German-language background 125 42 (2013 2 4 ! % # Kanne\ # ! ! _ ! ^  n n æ n æ n ‘& 5 € ! ## ! ! ! # < % ! + ! & € \ % \ % C y6* (1987: 97- ”” \ % # ! ] all ! #! % ! # ! # ! - ! ! \ ! Ž ‘ ! ! # ! ! " # " ! - %! \ # ! # ! ! " ! ! # ! ’ " #& ”} & ™ ! # _ ! \ % \ ! % ! "! ! " ! % ! Q ! # % ! Ž # " % ’ & S >€* -S —'$+€' X””^ XX” & ! # ! #\ ! " " ! - % # ! ! # " # -" ! # ! & y # ! # #\ ! # " ! # ] # ] ! “ % ! | ! # " ! " ! ! # + ! % #! trap, mad, hat, man & 4.3 Practice # ! 6 ƒ % ! ! # # - ] ! # " % Q Q # Q æ Q ` ! # ! % % ! # " ! & ; # ! ! # # ! " " " ! ! # % ! # # # ! " - ! ! & y # # # # ! ! # " # ! ! ! % ! % ! 6 ƒ *6+ , 6 ƒ % #! À Á ! \ # j ! any (anywhere, anyhow & \ many # Thames& ! # " % % + ! \ % ! % #! % À Á and, has, can & " ! ! ! ! ! # ! " ! % #! arrive, comma & ! j ! ! # # # \ " " " ! ! ! ! ! # ! & ƒ ! % ! ! ! # j ! ! ! ! ! ! # ! & +! " \ # # - ` ! ! ! ! \ " # ! ! ! % # % % " ! ^ < ! ! # ! #! \ # % ! #! #! " ] #& ! ! “ #- ! #| % T # \ % ! ‘ % [ ! #! _ ! % ! " ! & R y<+6 y' -R + + 2011: 23)& % ! ! ! ! 6 ƒ ! ! # # # % #! & 5 [ æ ‘ ! j " %  ‘ # <  ‘\ is " % # !  ‘ #  ‘ \ " ! ! ! ! ! # + !  ‘ #  ‘& 126 Holger Schmitt 42 (2013 2 4 > !  ! j ! # ! % is # % #! # # ! \ " ! \ ! ! # ! | ! # % # ! - " % % ! ! 6 ƒ - *6+ ! \ ! S >€ [‰XX^ XŒY & * % ! " # ! - # ! | # \ % # " # # & % # ! " j # # “ ! ! | We had bread for lunch. ! & We had Brad for lunch & $ {+6 [‰‰•^ X & \ ! ! ! ! ! 6 ƒ + ! & ! 4&1 " ! ! " j # < # + ! % & ™ #! crash test, athletic rectangle " ! # ! ! ! ! " 6 ƒ # *6+ % & % ! ! ! \ ! ! ‘ #  ] (She sells sea shells by the sea shore - Where she sits she shines, and where she shines she sits & % \ ! # 6 ƒ # *6+ ! \ ! ! - " ! ! " % ! % ! #! "  ! ! # & ƒ ! ! " ! ! % # " Heather has seven happy hens in the back pen (C + + -M @6 € [ &] [‰X‰^ XY` j pen \ \ # # ! \ An Essex accent is an essential asset for academic excellence& ! ! " # ! 6 ƒ % #& ! - # I pack my bag % " ! # " # ! ! ! ! # ##! and I add\ % # " 6 ƒ % #! " # " # " # What’s your Dad’s cat’s favourite snack? y j ! ! # ! # ! j ! ! \ & & " C + + -M @6 € [ &] 2010: 146 ` & $ {+6 2006: 15-X} \ # ! ! " ! # % 6 ƒ ! % # j + ! % ! & { + ; 2000: 15-[[` Y}-Œ•` C + + -M @6 € [ &] 2010: 134 & # ! 6 ƒ ! " " ! ! ! % & € j \ ! " " 6 ƒ % #! # _ ! ! ! # ! ! # # ! ! ! \ #Q ! % #! ! # # ! *6+ & & % ! & " ! ! % ! # ! ! # # j ! ! # ! Q Q& ! ! \ ! " ! j # ! # # # 6 ƒ % ! & \ + ! j " ! # ! j ! \ " # ! " % #! À Á ! " # % % Q¿Q\ # ! “ j | % #! & y 6 ƒ % #! " # # ! ! \ ! # j \ # % #! #& \ ! j ! # % # % % # ! 6 ƒ \ ! \ ! \ ! " ! % ! ! #& ! # " % 6 ƒ ! ! ! ! ! " % _ #\ # ! ! " #\ & € " \ % \ ! # ! # Q æ Q !  ! ! “ | ! # ! “ ! #! | Q%Q\ Teaching the T RAP vowel to speakers with a German-language background 127 42 (2013 2 4 # # ! ! # ! # " ! \ ! - ## ! # - - ! ! ! # # " & 5. Conclusion ! ! # " ! ! + ! % % % #! black, cat, hang & ™ ! # " # ! ! 6 ƒ # ! ! # ! ! " ! ! ! % < - " # # # ! & ™ # ! % ! ! 6 ƒ # ! ! # ! *6+ #! " ! ! \ % # " # ! % # ! \ ! ! # j ! # j ! ! ! ! ! #& ! # ! ! “ ! ! % < - " #| “ ! ! < |\ # # ! ! # " & > ! < -! ! # < ! " % < ! ! # ! ! # & ™ # % " [ _ ! \ " ! ! " # ! & ™ @'*+6 [‰XX & € ## \ ! Q¿Q j % #% # ! & y [” ! # ! " # Handbook of the International Phonetic Association (€ƒ X””” \ # \ € ! # ƒ ! % ! ! " # ! Q¿Q& 6 ! ! ! ! ! ! " # " { + ; (2000: YY \ % ! ! 6 ƒ ! ! # ! ! ! XY " #! "! #\ # ! ! € \ ! \ 6 ! ! # ! & ! \ \ ! # #! ! # !  ! ! % " # % ! % < [ " # - ! ! % # " # & Literature $ {+6 \ 3 2006): Ship or Sheep? An Intermediate Pronunciation Course& " # ^ @ ! ƒ ! ! & $ 6y™' \ # X””X ^ Ž # # ’& € ^ $ 6y™' \ # #& ^ Teaching English Pronunciation& # ^ 6 # \ [XX-[[Œ& C y6* \ „ ! X”} ^ Žƒ ! # ^ ! ! # - ! + ! ’& € ^ M y6 +; \ „ #& ^ Current Perspectives on Pronunciation: 6 ! # \ # $ ! Q¿Q\ " ! ! % \ ! " ! ! ! ! " Q Q ! #& 128 Holger Schmitt 42 (2013 2 4 Practices Anchored in Theory. Washington: Teachers of English to Speakers of Other Languages, 87-X‰‰& C + + -M @6 € \ > Q $ 6€' y' \ * >& Q < yy*™€' \ „ >& Q < 6€'+6 \ $ 2 2010): Teaching Pronunciation: A Course Book and Reference Guide& " # ^ @ ! ƒ ! ! & C y €' \ $ Q M ++ \ € >& 2 2008): Practical Phonetics and Phonology: A Resource Book for Students& " # ^ 6 # & * 6+ ˜{+ \ $ # X” ^ Fehlerbewertung im Aussprachebereich& " ^ $ ! & * 6+ ˜{+ \ $ # X”” ^ Modern British and American English Pronunciation& ƒ # " ^ š & + €> \ ƒ *& Q S €ª@+ '* \ + 6& Q „ @ ˜; { \ ƒ Q V €<y6€ y \ „ ! X”}X ^ Ž - ! ’& € ^ Science 171, 303-Y‰•& < UT \ @ [‰‰” ^ Introduction to English Phonetics and Phonology& Q>&^ & €ƒ (1999): Handbook of the International Phonetic Association& " # ^ @ ! ƒ ! ! & { + ; \ < # [‰‰‰ ^ How to Teach Pronunciation& %^ ƒ ! & { + ; \ ! < X”•” ^ 25 Centuries of Language Teaching& 6 % ^ ' %" ! & €$+6> ' \ >& Q 66€ \ { # Q y > ' \ % # & Q < 6€ € \ $ & X”} ^ Ž # ! ! ! #! % # ! ! " # ! ’& € ^ Journal of Experimental Psychology 54, 358-Y•& M '<y * \ > j 3 1990): Duden. Das Aussprachewörterbuch& > ^ * # & M 6{ \ „ (2011)^ Ž # ! ! #! ^ Q # ! \ + ! ›’ € ^ Babylonia [QXX\ •Y-•}& M q +6 \ + ! - ! [‰X[ ^ Standard Vowel Systems of English, German, and Dutch: Variation in Norm& Q>&^ & O , * {& [‰‰ ^ Žƒ _ ! ! ’& € ^ ' +' + *™ 6* , „ <& Q ˜ >ƒ€'€ \ > & #! & ^ Phonology and Second Language Acquisition& ! # ^ „ $  ! \ X”-Y”& R y<+6 y' -R + + \ ƒ [‰XX ^ English Phonology and Pronunciation Teaching& # ^ - & S >€* -S —'$+€' \ < ! X”” ^ Ž ! ’& € ^ T €>> \ „ ! -ƒ #& ^ Englisch lernen und lehren: Didaktik des Englischunterrichts& $ ^ ! \ XX‰-X[•& S >€ \ [‰‰} ^ Ž ! ! ! "  6ƒ *6+ ’& € ^ Journal of the International Phonetic Association Y}&Y\ Y[X-Y[& S >€ \ [‰XX ^ Phonetic Transcription& $ ^ + # & T 6@*<€ \ ƒ Q '' \ „ 5 2008): International English& # ^ ## & ™ + \ „ X”[ ^ Accents of English& " # ^ @ ! ƒ ! ! & ™ @'*+6 \ + -> [‰XX ^ Ž ! ! - ! _ ! ^ ƒ - # ## _ ! ’& € ^ * + '<+ € \ < ! ! Q * +™ + + \ „ -Marc #! & ^ New Trends in Crosslinguistic Influence and Multilingualism Research& # ^ > - > ! \ X‰-X[& 42 (2013 2 4 Üb u n g e n s t a tt A u f g a b e n ! An dieser Stelle des jeweils zweiten Heftes eines Jahrgangs erscheint gewöhnlich die Pro und Contra-Rubrik. Zu dem diesjährigen Fokus verständigten sich Friederike K LIPPEL (München) [F.K.] und Daniela C ASPARI (Berlin) [D.C.] in Absprache mit den Herausgebern auf ein dialogisches Format in Rede und Gegenrede. 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