西南官话里鼻音边音不分严重影响到该地区学生的英语发音。基于音位及音节层的汉英对比，本研究调查了重庆地区大一学生对这两个音的语音感知和发音现状，还对学生在为期一个多月的语音培训后所能取得的语音方面的进步与仍然存在的问题进行了深度分析。 重庆教育学院英语系大一两个班的学生共63人参加了以这两个辅音为重点的前期测试。测试包括语音感知和发音任务，成绩分别靠改卷和听取录音磁带获取，用SPSS的独立样本的T检验检查两班是否在同一水平上，以确保实验的有效性。此后，其中一个班（实验组）的学生31人接受了10次语音培训，每次时长10分钟左右。再同样地对两班学生进行相同任务的后期测试。配对样本的T检验用以分别检查实验组和对照组在前后两次测试中是否存在显著性差异。数据的收集和处理还包括对出现的任何问题进行记录和归类，以便分别考察取得进步和仍然存在问题的地方。实验结果证明该方言的鼻音边音混淆对英语音位和音节层上存在着负迁移。鼻音边音混淆引起大学生英语相应位置上的发音错误，主要是当鼻音出现在单词首位或音节首位时。当鼻音出现在非重读音节或后元音前时，发音出错的可能性更大。受试在语音音节层上（如弱式、成音节辅音、爆破及连读）感知任务的成绩高于同等水平上的发音成绩。总体来讲，语音感知与发音有一定程度的相关，系数在0.5左右。语音培训带来了突出的效果，实验组的前后测成绩存在显著性差异。最明显的进步是位于词首的两个辅音的感知和发音，词中和词尾存在一定程度的进步。音节层上的进步不如音位层上的明显；发音方面的进步整体大于感知方面的进步。本研究暴露出重庆方言区英语语音教学的相关问题，能对英语语音教学教材编订和教师培训提出一些有利启示。本课题是针对某一方言某一发音问题的语音实验研究，可参考的前人成果较少，在研究方法上还存在一定有待改进的地方。但语音学这一“带刺”的学科，在大力推行交际教学的大背景下，确实需要更多的学术关注。

The present thesis is initiated by an idea to solve the phonemic confusion  & as word-initial in Southwestern Mandarin (specifically, the Chongqing dialect) and its influence upon English pronunciation. Based on a systematic contrastive analysis of the segmental and syllabic features of the two phonemes of English and Chinese, the study investigates the current state of college freshmen’s perception and production of the two phonemes in College English. Sixty-three freshmen from two natural classes in Chongqing Education College took part in a pretest designed to examine their phonological competence. Afterwards, 10 ten-minute sessions were used to train one class out of the 63 participants on their phonetic awareness, and perceptual and productive competence of the two consonants. The training was followed by a posttest aimed to look into the phonological improvement and stagnation. Scores for the perception and production tasks were collected for both tests. An Independent Samples T-test in the Statistics Package for Social Science (SPSS) was used to see whether the two classes were on the same level, while a Paired Samples T-test was utilized to see whether there was a significance difference between the posttests of the two classes. Data were concurrently analyzed according to different categories of phonology. It is found that the Chongqing dialect in Southwestern Mandarin exerts a certain degree of negative transfer on English at segmental and syllabic levels. The / confusion causes difficulty on English pronunciation of college students. In regard to different occurring positions, the nasal sound at syllable-initial position constitutes the greatest difficulty for college students. When the nasal sound occurs in an unstressed syllable or before back vowels, it is more difficult to pronounce it correctly than in a stressed syllable or before front and mid vowels. And perception of syllabic features as weak forms, syllabic consonant, plosion and linkage is easier than their corresponding production. On the whole, there exists a moderate relationship between perception and production. The phonological training program has brought about remarkable changes. Statistically, the experimental group (31 students) shows significant difference in the posttest from the pretest. The most noticeable change takes place in the perception and production when the two phonemes occur at syllable-initial positions. Varied improvement exists on the perception and production in other positions. Features at the syllabic level have also been advanced in terms of production. The present study reveals some problems with the present English pronunciation teaching in the Chongqing dialect regions. It also offers valuable implications for material development and teacher training as well in English pronunciation instruction.