scholarly journals An Error Analysis: Iraqi EFL College Learners Problems in British Diphthongs and Triphthongs Pronunciation

2021 ◽  
Vol 60 (1) ◽  
pp. 93-114
Author(s):  
Shaymaa M Sadeq ◽  
Asst. Prof. May Stephan Rezqallah
Keyword(s):  
Error Analysis ◽  
Mother Tongue ◽  
Main Channel ◽  
Connected Speech ◽  
Efl Learners ◽  
Fourth Level ◽  
English Vowels ◽  
College Learners ◽  
Correct Pronunciation

This study investigates the difficulties that Iraqi EFL learners face in uttering English British complex vowels; diphthongs and triphthongs in connected speech. It reports on the pronunciation test performed by the fourth level college learners whose Baghdadi Arabic is their mother tongue. Gender is of interest to this study to find out if females experience more hardship and perpetrate more mistakes than females or vice versa. Poor pronunciation leads to miscommunication, that is why this study is concerned with the phonology, and how words are pronounced within sentences, as being the main channel of communication is speech, especially with correct pronunciation and as that the Iraqi college learners’ most noticeable pronunciation mistakes are with English vowels chiefly diphthongs and triphthongs.

scholarly journals English Vowels and Diphthongs Problems of Sundanese Learners

2019 ◽  
Vol 2 (4) ◽  
pp. 571-581
Author(s):  
Kuntum Palupi Setyaningsih ◽  
Agus Wijayanto ◽  
Suparno Suparno
Keyword(s):  
Elementary School ◽  
Mother Tongue ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
English Vowels ◽  
English Pronunciation

EFL Sundanese learners encounter the difficulties in English pronunciation. The learners are often unable to differ between English vowel sounds long [i:] with short [I] like the word cheese they pronounce it as /ʧIz/ instead of  /ʧiːz/, despite they have learned English since elementary school, officially they have learned English for around 5 years. The purpose of this study is to explore the interference of mother tongue in pronunciation field that was made by Sundanese learners dealing with English vowels and diphthongs. The participants were 30 EFL learners with Sundanese background as their mother tongue. The data were collected by recording the students’ pronunciation and analysed using contrastive analysis. The results demonstrate that the learners met obstacles in uttering English vowels [i:],[u:],[ɔ], and diphthongs[eɪ],[əʊ],[æ]. The dominant mispronunciation of the English sounds occurs because of the absence of those English sounds in the learners’ mother tongue. This paper offers some recommendations to the teachers to overcome the phenomenon mother tongue interference.

scholarly journals Contrastive error analysis of Turkish EFL learners in writing

2020 ◽  
Vol 2 (4) ◽  
pp. 236-242
Author(s):  
Şahin GÖK
Keyword(s):  
Error Analysis ◽  
Negative Transfer ◽  
Mother Tongue ◽  
The Other ◽  
Final Examination ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
Efl Students ◽  
University Level ◽  
The University

The aim of this study is to find out to what extent Turkish EFL students make interlingual (interference) and intralingual (developmental) errors in writing at the university level. The mid-term and final examination papers of 50 Turkish EFL students were taken and their errors were categorized into interference and developmental errors. The results of our research have shown that they made a mean of %14.6 interference errors.  Thus, this proportion does not confirm the contrastive analysis hypothesis claiming that all errors are due to the negative transfer from the mother tongue. On the other hand, they made a mean of %85.4 developmental errors which are not related to L1. So the results of T?Test indicate that Turkish EFL students made significantly more (p<.001) developmental errors.

scholarly journals EFL LEARNERS’ PHONOLOGICAL INTERFERENCE OF ENGLISH ARTICULATION

JURNAL BASIS ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 145
Author(s):  
Ambalegin Ambalegin ◽  
Fasaaro Hulu
Keyword(s):  
Qualitative Research ◽  
Mother Tongue ◽  
Educational Background ◽  
Observational Method ◽  
Efl Learners ◽  
English Vowels ◽  
Environmental Background ◽  
Phonological Interference ◽  
Received Pronunciation ◽  
Consonant Sounds

This research investigated the mispronunciation of Putera Batam University EFL learners by adapting the standard of Received Pronunciation (RP) and the factors of English vowels and consonants mispronunciation. This descriptive qualitative research applied observational method with participatory technique in collecting data, and articulatory identity method in analyzing the data. The English mispronunciation was found in the EFL learners’ English pronunciation. The consonant sounds /ð/, /θ/, /th/, /z/, /r/, /ʃ/, /ʧ/, /ʤ/, /nj/, and consonant-closed syllable sound of /k/ were pronounced incorrectly.  The consonant sound /ð/ was pronounced as /d/, /θ/ as /t/, /th/ as /t/, /z/as /ɉ/, /r/ as /ɾ/, /ʃ/ as /s/, /ʧ/ as /s/, /ʤ/ as /d/, and /nj/ is pronounced as /ɲ/.  Consonant-closed syllable sound of /k/ is articulated as /Ɂ/. The vowel sounds /ə/ and /æ/ were pronounced incorrectly as /e/ and the diphthong sound /eɪ/ were pronounced incorrectly as /e/. These mispronunciation phenomena were caused by some factors based on their background. The factors were; the mother tongue interference (native language), the differences between Indonesian and English sound systems (phonetic ability), the educational background, and the environmental background (amount of exposure). 

scholarly journals Pronunciation Errors Committed by EFL Learners in the English Department in Faculty of Education - Sana'a University

2020 ◽  
pp. 51-72
Author(s):  
Fazee Almuslimi
Keyword(s):  
Mother Tongue ◽  
Consonant Cluster ◽  
Efl Learners ◽  
Suitable Material ◽  
Fourth Level ◽  
Causative Factors ◽  
The Common ◽  
Language Exposure ◽  
Faculty Of Education ◽  
Academic Year

Abstract This study aimed to, first, investigate the common pronunciation errors committed by EFL fourth level learners in the Department of English, Faculty of Education-Sana'a, Sana’a University, in the academic year 2019-2020; second to find out the reasons of producing mispronounced segments among University students when speaking; third to offer possible solutions that may help Yemeni students overcome pronunciation difficulties. The sample was 30 students selected randomly. Also, ten teachers were part of the sample in which they were given a close-ended questionnaire. A descriptive method was used to carry out the study. For gathering data, a close-ended questionnaire and a test were used. Data were analyzed using SPSS (Statistical Package for Social Science). The study concluded that EFL learners mispronounce certain phonemes that are in a mismatch with word orthography and consonant cluster. Moreover, vowels were mispronounced by students. The strongest factors that contribute to this problem, according to this study, were due to learners' mother tongue interference, and other causative factors such as limited language exposure. The study recommends that teaching should focus more on pronunciation along with preparing suitable material. Keywords: pronunciation errors, learners, EFL

scholarly journals Phonological Analysis of Errors in the Consonant Cluster System Encountered by Saudi EFL Learners

2021 ◽  
Vol 11 (10) ◽  
pp. 1237-1248
Author(s):  
Eman M. Al-Yami ◽  
Anwar A. H. Al-Athwary
Keyword(s):  
Optimality Theory ◽  
Language Instruction ◽  
English Department ◽  
Consonant Cluster ◽  
Freshman Year ◽  
Efl Learners ◽  
Inadequate Knowledge ◽  
Correct Pronunciation ◽  
Efl Students ◽  
Language Influence

This study investigates the pronunciation difficulty of selected English consonant clusters (CCs) encountered by Saudi EFL learners. The sample consisted of 134 female Saudi EFL students in their freshman year in the English Department at Najran University. Two instruments were used: a pronunciation test that assessed participants’ CC pronunciations in the onset and coda positions and a questionnaire that explored participants’ attitudes towards their CC pronunciations. This study provides detailed data on the participants’ pronunciation difficulties using Optimality Theory (OT). The results showed that the participants encountered CC pronunciation difficulties in both the onset and coda positions. However, most errors occurred in the coda position, especially for the four-consonant pattern (-CCCC). Participants used different strategies to simplify their CC pronunciations: epenthesis, deletion, substitution, or some combination thereof. Questionnaire data indicated that the participants attributed their pronunciation difficulties to inadequate knowledge of the pronunciation rules, insufficient language instruction, and native-language influence. The participants proffered some remedies to their difficulties, which included doing more pronunciation drills and offering a new course focused primarily on correct pronunciation. OT analysis revealed that onset clusters were mainly influenced by L1 ranking constraints whereas coda clusters were more influenced by universal Markedness constraints. OT indicated that the tendency to satisfy Markedness constraints over the Faithfulness constraints led the participants to use the above-mentioned simplification strategies.

scholarly journals English Vowels and Consonants Mispronunciation of the Seventh President of Republic of Indonesia in His Official English Speeches and Its Influencing Factors

2018 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Ambalegin Ambalegin ◽  
Tomi Arianto
Keyword(s):  
Mother Tongue ◽  
Educational Background ◽  
Sound System ◽  
British English ◽  
Factors Influencing ◽  
English Vowels ◽  
Environmental Background ◽  
Observation Method ◽  
Received Pronunciation ◽  
Consonant Sounds

This research aimed to find out the mispronunciation of English vowels and consonants of the seventh president of Republic of Indonesia, Mr. Joko Widodo in his official English speeches based on the standard of British English Received Pronunciation (RP) and the factors influencing his English vowels and consonants mispronunciation. This research is a descriptive qualitative research. In collecting data, the researchers used observation method with non-participatory technique (Sudaryanto, 2015). In analyzing the data, the researchers used articulatory identity method (Sudaryanto, 2015). It was found that the consonant sounds /θ/, /ð/, /v/, /z/, /ʃ/ were pronounced incorrectly, the vowel sounds/ə/, /ɒ/, /ɛ/, /i/, /e/, /ɪ/ were pronounced inconsistently, and the diphthong sounds /ɪə/, /eɪ/, /əʊ/ and /aʊ/ were pronounced incorrectly. The consonant sound /l/ in the middle of the word was not pronounced. The consonant sound /j/ in the middle of the word is omitted. The consonant sounds /g/, /tʃ/, and /r/ were pronounced the same as the spelling. The consonant sounds /t/, /s/, /k/ at the end of the words were omitted. The letter y sounded /ɪ/ at the end of the word was pronounced as /e/. The diphthong sounds /ɪə/, /eɪ/, /əʊ/ and /aʊ/ were pronounced as /ɪ/, /ʌ/, /ɛ/, /ə/, /e/, and /ͻ/. The factors influencing the mispronunciation of English vowel and consonant sounds were mother tongue interference, sound system differences between Indonesian and English, the influence of spelling on pronunciation, educational background, and environmental background.

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

scholarly journals AL-AKHTHA’ FII IKTISAB AL-TSUNAIYAT AL-SHUGHRA

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learning ◽  
Mother Tongue ◽  
Minimal Pair ◽  
Minimal Pairs ◽  
The Subject ◽  
Child Age

Language acquisition starts from the ability of listening basic letter(iktisab al-ashwat) since child age. The letter of a language is limited in number, and sometimes there is similarity of letters among languages. The similarity of letters in two languages make it easy to learn the language. On the contrary, the obstacle of language learning can be caused by different letters between two languages (mother tongue and second/foreign language). The problem may be caused by minimal pairs (tsunaiyat al-shughro). This research aims at finding out the error of minimal pair acquisition, with the subject of Indonesian students in Jami’ah Malik Saud Saudi Arabia, with the method of error analysis. The study concludes that in iktisab al-ashwat of minimal pairs, the error is around 3,3 %-58,3%. Second: the error on minimal pairs occurs on the letters shift ?? ?? ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ?? , and letter ? to be ?.

scholarly journals EFL Learners’ Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Riam K. Almaqrn ◽  
Abdulrahman M. Alshabeb
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
High Rate ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Saudi Students ◽  
Positive Attitudes ◽  
Correct Pronunciation ◽  
Level 3

The aim of this study is to examine the attitudes of Saudi students of English towards proper pronunciation, and podcasts as a facilitator of proper pronunciation. It will discover the importance given to correct pronunciation, as well as gauging learners’ attitudes towards the possibility of introducing podcasts as a new language input tool for facilitating improvements in pronunciation. To achieve this, the previous literature in this area is reviewed, followed by presenting the results and analysing the data from an attitudinal questionnaire distributed amongst 23 Level 3 Saudi EFL learners from the department of English at Imam University. The questionnaire is divided into two parts- one concerning proper pronunciation, and the other podcasts. The data analysis shows that the participants, in spite of the low rate of improvement in their pronunciation, have positive attitudes towards the proper pronunciation of English. This outcome is compatible with previous studies` results, which assert that having a positive attitude towards a particular language and its speakers can improve pronunciation. The students were presented with a total of five podcasts related to their speaking and listening textbook for use over an eight week period, and at the end of this time they were requested to complete the questionnaire. The findings support the usefulness of examining learners` attitudes towards new Computer Assisted Language Learning (CALL) applications before using them in a practical way. The results show a high rate of acceptance of podcasts and that, overall, the students have positive attitudes towards them.

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