A study of differences in pronunciation between american and british englsih and some pronunciation teaching implications

2.1 Causes of the Differences between American2.2 Standard American English and Received Pronunciation:.... Other Words Stress Differences: 462.3.6 Differences in Sentence Stress: 47 3.4

2.1 Causes of the Differences between American

2.2 Standard American English and Received Pronunciation: 142.2.1 Standard American English: 14

2.3 American vs British English Pronunciation

2.3.1 Differences in Symbols of Transcription: 182.3.2 Differences in Consonant Production

a Difference between /hw / and /w /: 23

b Difference in pronunciation of /r /: 23

c Difference in pronunciation of /1I: 27

d Difference in pronunciation of /t/: 282.3.3 Differences in Vowel Production:

a Difference between /0/ in AE and In/in RP: 31

c Difference in /~/ , /~/ and /A/: 32

d Differences in foul and /eu/: 332.3.4 Different Pronunciation of Common Words:

b Words with Syllable-Initial Alveolar Consonants: 36

c Words with u Spelling Following Alveolar Consonants: 37

2.3.5 Differences in Word Stress:

c Stress in Three-or-Four-Syllable Words: 42

d Secondary Stress DifIerences in Words Ending in -ily:43

e Words Ending in -ary,-ery,-ory, and -many: 44

f Place names ending in -aster/-ester: 45

g Other Words Stress Differences: 462.3.6 Differences in Sentence Stress: 47

3.4 Students' attitude towards knowing the differences in

pronunciation between American and British English 553.5 Students' knowledge on the difIerences in pronunciation

between American and British English 60

ct'iticism} comments and cot't'ections on this t'eseat'ch Thanks to his gL\idance} J COL\ldaccomplish my gt'adL\ation papet'.

J owe a gt'eat debt to Ms. BLti Thi Thanh Tt'Ctc fot' het'

SL\Pp0t't}valL\able matet'ials} and kind assistance.

J also wish to thank the tht'ee classes S;A0201} B;A0202} and B;A0202 of t-ILAFLJT fot' theit' enthL\siastic help in filling the

9 L\estionnait'e.

pat'ents} my two sistet's} my pL\pils at £Aia r>inh t-ligh School} my

ft'iends at college} my close ft'iends: Thu} LAyen} QL\cjc} r>q.t} Thanh} Tt'I} Vi> and my fiance ;At'on Caton fot' theit' gt'eat encoL\t'agement and SL\Pp0t'ttht'oL\ghoL\tthe wt'iting of this t'eseat'ch.

Tt'uong ThL\dn Vi 3L\ly 2004

pronunciation between American and British English, focusing ondifferences in phonetic transcription symbols, production of consonants,production of vowels, word-stress and description of other possibledifferences in pronunciation; (2) finding out students' attitude towardsand knowledge on the differences in pronunciation between Americanand British English A questionnaire was designed and used in thisresearch It was completed by 79 ESL students from 3 classes SA0201,

I'

BA0201, and BA0202 of Huflit It was found that students are aware ofthe benefits of knowing the differences on their learning However,most of them cannot distinguish the differences The findings suggestedthat the differences in pronunciation between American and BritishEnglish should be designed and incorporated into English coursesyllabi Also further research is needed, focusing on differences invocabulary, spelling, and grammar, ect

"England and America are two countries separated by

the same language."

George Bernard Shaw.

People speak English in Britain, so do people in the

United States but yet they don't speak the same language

Mencken supports Shaw's comment:

repeat a remark or a request two or three times to make his

meaning clear, especially on railroads, in hotels and at bars.

The American visiting England for the first time has the same

trouble." When he presented one of his own plays with an

English company, he said, many American acquaintances,

after witnessing the performance, asked him to lend them

diffIcult for Englishmen.

Advisor: Mr Ph~m Ta'n Quy~n Student: Trliong Thua'n Vi

They, Americans and Britons, find each other's speech just

as difficult, not to mention foreign learners of English American

and British English are the two varieties of English which are

taught in most ESL/EFL programs Knowing the differences

between these two varieties, more narrowly in pronunciation, is

a vital area which seems to be inappropriately considered in

any language teaching and learning process Therefore, this

research paper aimed at (1) presenting the differences in

pronunciation between American and British English; (2) finding

out students' attitude towards and knowledge on the differences

in pronunciation between American and British English

There are many differences between American and

British English such as differences in spelling, grammar,

pronunciation, and vocabulary, ect This paper is confined to

identifYing the differences in pronunciation, focusing on:

transcription symbols, production of consonants, production of

vowels, word-stress and description of other possible differences

in pronunciation

Advisor: Mr Ph~m Ta'n Quy~n Student: Trtidng Thua'n Vi

The report begins with an introduction It is expanded in

the following chapter by a - I hope - detailed analysis of

differences in pronunciation between American and British

English In Chapter 3, the information about the subjects, the

materials used in this study and the procedure in which the

study was carried out are described The data collected from the

questionnaires will be subsequently analyzed and discussed At

the end of this research paper, a conclusion and some

suggestions on pronunciation teaching will be mentioned

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

" The reasons for American English being different from

British English are simple: As an independent nation, our honor

requires us to have a system of our own, in language as well as

government "

Noah Webster (1758-1843)

The American history dated back to September of 1620,

when a ship called the Mayflower left England with 102 men,

women, and children onboard Mter 65 days at sea, it landed in

what is now Provinceton Harbor, inside the tip of Cape Cod,

Massachusetts, USA (Tiersky 1990,118) When these brave

puritans left England for the "New World", the language they

Advisor: Mr. Ph~m Tiln Quy~n Student: Truong Thuiln Vi

spoke on the Mayflower and also in their new homeland was

the English language which was at that time employed in

England That English is similar to what we can find in

Shakespeare's texts (also called Elizabethan English)

(Marckwardt 1958,8) Naturally, the language did not sound the

same as its present counterpart; many of the phonemes had

different qualities and the spelling of many words has changed

dramatically This language, Elizabethan English, was what both

the people who left England and those who stayed used in their

everyday life Therefore, both present day American and British

English have a common starting point

However, today, there are a great number of differences

between American and British English which have developed

over those past centuries The main reason for the differences

is the geographical distance between these two countries

Akmajian (1995,319) explained, "If one group of speakers

becomes isolated or sufficiently separated from another group of

speakers of the same language, they may each undergo their

own changes."

Advisor: Mr Ph~m Ta'n Quy~n Student: Trtidng Thua'n Vi

The English used in American developed a character of

its own, reflecting the growth of the American nation While

living in a new nation, the first task for the settlers was to find

names for concepts that did not exist in Britain; also,

place-names had to be invented The most fruitful source for these

words was the native languages of the American continent;

American Indian languages Most of these borrowings somehow

deal with nature and Indian concepts as totem There were no

words for most of the Indian concepts in English, and so the

most convenient way to "invent" words for English was to

borrow them from the Indians themselves, who were, so to say,

experts in their field Another source of impact was the

colonists' cultural contact with the French France was a

great empire at the time and therefore it is not surprising that

French should have some influence on English While some of

the words were borrowed from French by the Indians and then

adopted to English, some other words were straight borrowings

from French into English: bureau prairie, pumpkin and rapids,

to mention a few (Strevens 1972, 32) Americans seem to be

very open to borrowings Mencken (1963) points out that

Advisor: Mr Ph~m Tc1n Quy~n Student: Trtidng Thuc1n Vi

Americans incline "toward a hospitality which often admits

novelties for the mere sake of their novelties" So Americans

tend to borrow the words together with the way of saying

them For example, while American English tends to mirror the

French syllable-final stress pattern for the word garage, British

English anglicizes this word with stress on the first syllable

(Celce-Murcia 2000) This is because Britons have a "tendency

to conserve what is established"

During all these years, the Indians were incorporated

into the United States, and many French, Spanish, and Dutch

speakers became citizens of the United States This kind of

incorporation always changes the language Even though these

people spoke their language at first, their children gradually

started using English and it was these different people that

finally adopted English In parallel with this adoption, these

different peoples with different mother tongues also added

concepts and words to English, thus enriching it and giving

vividness to its vocabulary.

Advisor: Mr Ph~m Ta"nQuy~n Student: Trtidng Thua"n Vi

The United States has been, over the years, a great

melting pot Many immigrants from many different cultures

have brought along their personality, their labor, and their

language. One obvious example is that of the Italians who

bought their cooking to America and also their cooking

vocabulary The words pizza, pasta and spaghetti are of Italian

origin, but are common words for most Americans today

Another source of American English still needs to be

mentioned, and that is the rapid growth of new and special

institutions in America after political independence was

achieved. New terms were needed for election and

administration, as well as for new political procedures Words

such as assembly, congress, primary, president, representative

are of pure American origin.

Furthermore, Americans are very innovative and coin

new words easily, as was the case with "burgers": first, you had

Advisor: Mr Ph~m Tc1n Quy~n Student: Trudng Thuc1n Vi

fishburger and so on This is a very fruitful way of creating new

words and American English seems to accept these kinds of

innovations more easily than British English Mencken (1963)

excerpts a statement of an English observer, ''The Americans, in

a kind of artistic exuberance, are not afraid to use words as we

sometimes are in England"

As Americans live in a new independent democratic

nation and a nation of immigrants, they bring the idea of

liberty and democracy into their daily language They use the

language in a various, flexible and relaxing way Consider the

way of pronouncing the sound t

(1991,87):

taken from Ann Cook

been to the dentist and you're a little numb, or that you've

had a couple of drinks, or maybe that you're very sleepy.

You won't be wanting to use a lot of energy saying /retom/,

so just relax everything and say / od:lm/, like the masculine

name It's a very smooth, fluid sound Rather than saying

BeTTy boughT a biT of beTTer buTTer, which is physically

more demanding, try Beddy bada bidda bedder budder It's

easy because you really don't need much muscle tension to

say it this way.

Advisor: Mr. Ph~m Ta'n Quy~n Student: Trtidng Thua'n Vi

From the above remark, it should be obvious that

Americans have a tendency to simplifying everything; relaxing in

the way they speak; being M lazy"; creating comfort in everything

they are doing; and always wanting to show separation (from

mother country), independence, freedom and individual choice

These characters create a system of their own in language,

reflecting the growth of the American

Besides, British's change as a result of time and social

change in the British Isles is another contribution to the

differences between American and British English Strevens

(1972) explained that one of the changes in British English

from Elizabethan times onwards was the borrowings from

Latin and Greek. Great quantities of ideas and therefore

vocabulary were taken into English as scholars became aware of

the classical manuscripts Another borrowing was from an

entirely different source, foreign countries that made up the

British Empire Strevens' examples of this include bungalow,

and missionaries who had traveled the world and found that

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English lacked words for these concepts imported these words

to the English language (Strevens 1972, 30) Recently, British

English has had another source for borrowings: American

English. Apart from Americanisms that are used with

consciousness for their American origin (for example, talk show

expressions that have originated in American English Strevens

(1972, 30) points out some examples of this borrowing: to

borrowed words and expressions from other languages and that

has influenced it greatly However, it continues to do so and it

seems that the main source for borrowings is the variety once

developed from British English itself, American English

In spite of the changes, British English" shows no living

change in structure and syntax since the days of Anne, and

very little modification in either pronunciation or vocabulary Its

tendency is to conserve that which is established; to say the

new thing, as nearly as possible, in the old way; to combat all

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

that expansive gusto which made for its pliancy and resilience

in the days of Shakespeare In place of the old loose-footedness

there is set up a preciosity which, in one direction, take the

form of unyielding affectations in the spoken language "

(Mencken 1963)

At the beginning, American English was "colonial" and

British English was dominant, the standard During this period

the influence was, of course, from British English to American

English Then came the time when American English created a

character of its own and became regarded as another important

variety of English At present American and British English

have an equal status and value Naturally, there is some

interaction going all the time and new ideas and expressions

are changed every day American English has always been very

open to influence, but British English has stayed a "private

club" until recently, and has just in the past few decades

started accepting new ideas from American English

Advisor: Mr. Ph~m T~n Quy~n Student: Tru'dng Thu~n Vi

American and British English have the same origin,

I • Elizabethan English, but these two varieties are relatively

different from each other today The different social and

political events have greatly influenced both these languages, and so has the immigration Because of the

geographical distance between these two countries both these

languages could have developed in their own directions andtherefore the differences between them are, because of thatdistance, so easily spotted However, American and British

English have more in common than they are different from

each other, and that is why they are treated as varieties of one

language, English, rather than two separate languages

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

There are clear distinctions in how Americans and

Britons, as they may be generally categorized, use their

language However, considering the vast differences in the way

Americans in different parts of the United States, and likewise,

Britons in different parts of Britain, use and pronounce English,

it is important to consider only one established form of

American English and one of British English As far as this

research is concemed, these two forms will be (Standard)

American English and Received Pronunciation

(Standard) American English (henceforth referred to as

AE) is defined as the English language as used in the United

States" (Mc Arthur) Developed and popularized largely by

Hollywood and Madison Avenue, AE is well-known and highly

recognizable pattem of speech The Accent is Northem

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

American in style because the Northem States have dominated

the communications industry since the Civil War (Chwat

1994,10) During the last half-century, AE has become the

standard for "educated" and "nonregional" speech Chwat

(1994,10) also adds that television, radio, and the movies have

taught this accent to every ears of American It is used by

national broadcasters, public speakers and members of most

television show families Moreover, it is also the language of

legal and govemmental functions and used in the schools as

vehicle for education (Akmajian 1995,265) Therefore, AE can be

used to affectively examine the differences between the English

spoken in the United States and that spoken in Britain

Received Pronunciation (henceforth referred to as RP) is

the standard pronunciation of educated Englishmen

(Morris-Wilson 1992,14) It is associated with the south-east, where

most RP-speakers live or work, but it can be found anywhere in

the country Crystal (1995) states that RP tells us only about a

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

person's social or educational background In due course, RP

came to sybolize a person's high position in society During the

19th century, it became the accent of public schools, such as

Eton and Harrow, and was soon the main sign that a speaker

had received a good education It spread rapidly throughout the

Civil Service of the British Empire and the armed forces, and

became the voice of authority and power (Crystal 1995) it came

to be adopted by the BBC When radio broadcasting began in

the 1920s, because it was a regionally 'neutral' accent, and was

thought to be more widely understood than any regional

accent, During Second World War, it became linked in many

minds with the voice of freedom, and the notion of a "BBC

Early BBC recordings show how much RP has altered

over just a few decades, and they point that no acccent is

immune to change, not even 'the best' It is still the standard

accent of the Royal Family, Parliament, the Church of England,

the High Courts, and other national institutions; but according

to Hughes and Trudgill (1987,3) only about 3 percent of the

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English population speak RP Nonetheless RP continues to

retain considerable status It has long been the chief accent

taught to foreigners who wish to learn a British model, and is

thus widely used abroad (Crystal 1995) Hence RP is chosen to

examine the differences between British English and American

English

Advisor: Mr Ph~m Tcin Quy~n Student: Trtidng Thucin Vi

As Americans and Britons speak English unidentically,

their own phonetic notation is not alike The two principal

phonetic transcriptions that will be compared in this paper are

taken from two different dictionaries The first phonetic symbol

system is from Webster's New World College Dictionary, 3rd ad

(NewYork: Macmillan, Inc 1996), which are those widely used

by good speaker of AE" The second system is from Oxford

Advanced Learner's Dictionary (2000), which represents the

pronunciation of RP

Advisor: Mr. Ph~m Tci'n Quy~n Student: Trudng Thuci'n Vi

Table 1

A comparison of two systems for transcribing consonants and vowels The system used in Webster's New

World College Dictionary (1996) is appropriate for American

English, and the one used in Oxford Advanced Learner's

Dictionary (2000) represents Received Pronunciation.

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

Unvoiced affricative ch tJ chat, church

As we can see from the table, except for vowels ;}and e,all the other vowels are transcribed in two different ways Theyare, for example, u in Webster's and A in Oxford's (u/Al, iII, a/o,

oo/m, a/re, eli, aria:, a/a, B/a:, a/el, o/;}U, ou/au, oi/al, i/al, Ir/I;),

;}r/e;},oor/u;}, yoo/jm. and yoo/ju. Note that while Oxford's hastwo distinct symbols 0 and 0, Webster's transcribes them asone symbol a.

As for symbols for transcribing consonants, the twosystems share most of the symbols, except for, as an exarirple',

Advisor: Mr P~m Ta'n Quy~n Student: Tru'dng Thua'n Vi

I

-y in Webster's and-Jin Oxford's (y/j); sh/J; th/8; zh/3. th/o (note

that th is italic); ch/tJ; and-j/d5,

Differences in transcription systems may be somewhatdist1;acting-"tolearners However,_Lg,ge,fogecin98~,7~) ~llggyste,cl- ,- .'-:. . , ',. . ~that' there is no such thing as a single correct' form oftranscription of English; different styles are appropriate fordifferent purposes He added that it is essential to keep withinone style of transcription on anyone occasion and it isimportant to be consistent

Advisor: Mr, Ph~m Ta'n Quy~n Student: Trtidng Thmfn Vi

a Differences in /hw / and /w /

According to Celce-Murcia (2000), the symbol /hw/ is

used to represent voiceless wh in words like which or what, as

opposed to voiced /w / in witch. In words like when, whether,

possible in AE However, speakers of RP no longer have the

/hw / sound in their phonemic inventories Therefore there is

no contrast witchlwhichinRP and they are both transcribed as '

/wItJ/, while they may be transcribed as /WItJ/,/hWItJ/in AE

b Difference in Pronunciation of /r/

"The majority of Englishmen certainly do not pronounce

the /r / ; just as certainly the majority of educated Americans

pronounce itdistinctly.fl says Menner(cited in Mencken 1963)

Advisor: Mr. Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

One of the most noticeable differences between AE and

RP is the pronunciation of /r / Celce-Murica (2000) points out

that in prevocalic position (e.g., red, rice, row) the British /r/is

produced farther forward in the -mouth than the AE, while AE

tends to produce /r/asanapproximant with the body of the

tongue in a /CJ/-likeposition but with the tip slightly curled up

In intervocalic position, there is almost no /r/ in RP

Speakers of AE,ontheother hand, produce a slightly more

velarized version of.the prevocalic initial allophone that they use

.In postvocalic position, AE speakers simply produce a

darker and often slightly pharyngealized version of initial or

medial On the contrary, "RP does not have post-vocalic /r/,"

claim Hughes and Trudgill (1987) This difference in

pronouncing /r / in final position is due to rhotic r in American

final position and before a consonant is called rhotic accent,

while RP is called non-rhotic because /r/ only occurs -before

Advisor: Mr. Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

vowels (Roach 1,60) Example of this contrast can be seen in

the following table (taken from Morris-Wilson (1992), and Lewis

(1972)):

Advisor: Mr. Ph~m Ta'n Quy~n Student: Trtidng Thua'n Vi

It can clearly be seen that the RP equivalent does not

show the /r/ sound, whereas the AE one does In addition,

these examples also show that RP speakers produce instead a

lengthened or centralized vowel sound The vowel preceding the

/r/ sound in AE become shorter than that in RP

Moreover, Hughes and Trudgill (1987) propose that in

spite of the loss of post-vocalic /r/, RP gives rise to "linking r",

where an otherwise unpronounced /r / is pronounced if followed

by a vowel as in the example below:

soar /sa:/ soar up Isa:r Api

In addition, in RP, an "intrusive r" is observed where

there is no r in the spelling, so "idea of' is pronounced "idea

rof', or "draw it" becomes "draw rit" Here are examples of

linking /r/ taken from Celce-Murcia (2000,158):

spa/r/ ownerssaw/r/ annvanilla/r / ice creammedia/r / event

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

It is also noted that where one of the vowels I 0:/, /a:l,

automatically inserted (Hughes and Trudgill 1987) On the other

hand, there is no "linking r" and "intrusive r" in AE

c Difference in Pronunciation of /1/

Regarding the pronunciation of Ill, Celce-Murcia (2000)

shows that AE speakers tend to produce a darker, more

velarized allophone in all positions, whereas British speakers

produce a very distinct clear or light allophone in prevocalic

.pQsition Tl1is,British [I] is especially clear before front vowels-as

opposed to the dark ft] that occurs in postvocalic

position-especially after back vowels

Clear [I]

lilyleap

Dark (t]

bullpull

peeling peel

She also notes that peeling has a clear [I]because of the

following /./ vowel, whereas peel has a dark (t] because there is

no following high front vowel

d Difference in Pronunciation of It I

The occurrence of flapped t is one of the major

differences between American English and British English

(Avery 1998) Celce-Murcia (2000) states that intervocalically,

before a weakly stressed vowel or after a vowel + / r/ and before

a weakly stressed vowel, AE speakers tend to produce a voiced

Flapped t. In words such as pitted, It I is regularly

American (but not British) English This sound is articulated by

making a quick "tap" with the tongue tip on the alveolar ridge.

Because of the rapidity of the articulation of this sound, it is

referred to as a flap (or a tap) transcribed phonetically with the

symbol [D) (or in the IPAwith the symbol [r)).Thus, a word such

Advisor: Mr Ph~m TAn Quy~n Student: Trudng ThuAn Vi

as pitted is phonetically transcribed as [phIDid].The flap [D] is

vowels).

Here are the examples taken from Chwat (1994, 70):

beautiful fbjmrIfl/ fbjmtItll

latest flelflst/ fIeItIst/

Also, Celce-Murcia (2000,65) observed that before an

unstressed syllable, the consonant sounds Inl and the

consonant sequence Inti can both be realized as a nasalized

Advisor: Mr Ph~m Ta'n Quy~n Student: TruOng Thua'n Vi

flap Thus for AE speakers, word pairs like winner/winter and

especially in casual speech This phenomenon is sometimes

referred to as ."disappearing t".'AE tend to drop /t/ altogether

after /n/ and before a weakly stressed vowel Cook (1991,88)

.explains that this happens.becclUse ItLfUld InLate_so_~lQ~e in

the mouth In RP, on the other hand, none of these changes

occurs Here are some examples of disappearing tin AE taken

from Cook (1991) and Celce-Murcia (2000):

in(t)erview, in(t)errupt, in(t)erface, in(t)erfere, in(t)ercourse,

in(t)eractive, prin(t)out, prin(t)er, in(t)emational, win(t)er,

in(t)erstate, in(t)ellectual, percen(t)age, cen(t)er, twen(t)y, San(t)a

Ana, Toron(t)0, en(t)ertainment

Advisor: Mr Ph~m Ta'n Quy~n Student: Trudng Thua'n Vi

Vowels are also considered one of the major differences

between-AE and RP

a Difference between /0/ in AE and In/in RP

Celce-Murcia (2000) cites, "British English has a

low-back lax vowel Inl, which is slightly rounded and occurs in

words such as spot, nod, rock whereas AE has unrounded.'- .101

-in these words" Ladefoged (1982) adds that while AE

transcribes hot as Ibot/, RP would transcribe it as Ibnt/.

b Difference in /a/

According to.Celce-Murcia (2000), RP has roundedf;>1 as

.adistinct low back vowel It is slightly higher and tenser than

./nl in words such as law, taught, walk, awe. However, AE no

longer has a distinct 1JI phoneme and has merged this sound

Advisor: Mr Ph~m Tiin Quy~n Student: Trtidng Thuiin Vi

'-with /a/ This makes pairs of words such as cot; caught; not,

RP (Ladefoged 1982)

.

c Difference in I a I, I<l"I and I AI

lal, referred to by the name schwa, is us'ed for the

sound in pert, bird, curt in RP; Ladefoged (1982) adds that RP

distinguishes these words' from the corresponding words' putt,

vowels AE also has different qualities in the vowels in word

such as pert putt; bird bud; curt cut, but in' this case ,the vowel

Advisor: Mr. Ph~m Ta'n Quy~n Student: Trtidng Thua'n Vi

slightly and is pulled back in the mouth (Avery 1998,45) They

may distinguish between these words by using the symbols /;r- /

and /a/ This way,AE may never need the symbol /A/_.

d Difference between / ou / in AE and / au/ in RP

The most obvious difference occurs in words like boat

centralized but (Celce-Murcia 2000, 364) While RP

transcribes 9() as /gau/, AE transcribes it as /gou{ Here are

some examples taken from Cook (1991):

Advisor: Mr Ph~m Ta'n Quy~n Student: Truong Thua'n Vi

coat /cout/ /caut/

Advisor: Mr. Ph~m T~n Quy~n Student: Trudng Thu~n Vi