The consonant /r/ in English among Hong Kong secondary school English teachers

Abstract

English plays an important role in Hong Kong. Hong Kongers begin learning English as a Second Language (ESL) early in kindergarten. Although rhoticity is not a feature of Cantonese, the common first language of Hong Konger, it can be observed in Hong Kongers’ English. This study aims to investigate how the consonant /r/ is pronounced at the post-vocalic position by local secondary school English teachers who speak Cantonese as their first language and English as their second language. Four participants aged 22-25 were asked to narrate a picture book and interviewed regarding their views on their accents. Results show that three of the four participants English speech have signs of rhoticity while one participant’s post-vocalic /r/s are completely non-rhotic. Among the three participants whose speech is rhotic, one of their speeches is entirely rhotic, whereas the occurrence of rhoticity in the remaining two participants’ speeches can be affected by speed, position of the post-vocalic /r/ within a word, vowel quality etc. It can be random as well. The findings reflect the fondness of Hong Kongers towards mainstream American English and question the notion of Hong Kong English as a variety.