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Considerable research has focused on the interference of the native language (L1) in second language (L2) learning, motivating the present study to look more deeply into how Mandarin interferes in the pronunciation of English obstruent-obstruent clusters by Taiwan Mandarin-speaking elementary school children. Optimality Theory is utilized to provide a formal analysis of Taiwan elementary school children’s strategies for pronouncing English obstruent-obstruent clusters: schwa [ə] insertion or obstruent deletion. English syllables allow complex syllable margins, while Mandarin syllables strictly forbid obstruent clusters a