English Pronunciation Errors Made by Saudi Students

Ababneh, Islam

doi:10.19044/esj.2018.v14n2p244

Cited by 25 publications

(30 citation statements)

References 10 publications

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“…Undoubtedly, pronunciation is an essential skill for mastering any foreign language, as communication depends on accurate pronunciation (Kharma and Hajjaj 1989).Pronunciation is described to be a complex aspect in learning a language. It is also a very delicate matter as mispronounced segments and suprasegments can cause listener disorientation and comprehension inhibition (Ababneh 2018;Hassan 2014). Few researchers have concluded that such errors are caused by linguistic factors, Hassan (2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many previous studies have been concerned with teaching and learning pronunciation, identifying the most common pronunciation problems among students of various nationalities such as Korean, Spanish, French and Arab. These studies have tried to categorize pronunciation problems, to discover the reasons that hinder non-native students from pronouncing foreign sounds correctly, and to offer some recommendations on how to fix these problems among EFL students (Ababneh 2018;Altaha, 1995;Binturk, 2008;Hago and Khan 2015;Gilakjaniand Ahmadi 2011;Hassan 2014; Jabaliand Abuzaid2017; Kalaldeh 2016). Altaha (1995) and Kharma and Hajjaj, (1989) concluded that the most problematic English consonant sounds among Arab EFL learners are /ŋ/, /p/, / ɫ/, /ɹ/, /ʒ/,/ tʃ/ in addition to other errors such as replacing /v/ with /f/ and breaking consonant clusters (epenthesis).…”

Section: Literature Reviewmentioning

confidence: 99%

“…They face the same problems that other Arab students have. A number of previous studies (Ababneh 2018;Hassan 2014;Jabali, and Abuzaid, 2017;Kharma and Hajjaj 1989) reported that the speakers of a certain language have the same systematic problems in pronouncing the unfamiliar sounds of the new language.…”

Section: Introductionmentioning

confidence: 96%

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Pronunciation Problems among Palestinian English Major Students in Hebron University

Farrah¹

2020

IJAES

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The purpose of this research is to identify few common pronunciation mistakes among Palestinian English major students in Hebron University and the factors that cause these problems. The paper discusses selected phonetic and phonological problems related to specific consonants and vowels besides problems related to pronunciation of consonant sequences. The participants of this study were 120 English major students from Hebron University. The instruments used for collecting the data were a questionnaire and a recorded pronunciation test. In addition to the previous instruments, interviews were conducted with eight students and two instructors. The findings of the study revealed that Hebron University English major students have difficulties in pronouncing English consonants that are not part of Modern Standard Arabic (MSA) such as [ŋ], [p], [ɫ], [ɹ], [ʒ], [tʃ] (though some consider [ŋ], [ɫ], [ʒ], [tʃ] as allophonic variants and are used in the different dialects of Arabic), problems in consonant clusters(epenthesis), silent letters, and vowels that have more than one pronunciation. During the interviews, the interviewees pointed various reasons for their errors and suggested some solutions to some of these pronunciation problems. Among the mispronunciation reasons mentioned are: interference from Arabic and the lack of correct models, exposure to native speakers, and practice. The researchers concluded that learners' errors are caused by several linguistic factors, such as the disparity between Arabic and English sound systems, the effect of spelling on pronunciation, the influence of the first language (L1) on the second language (L2), and English vowel inconsistency. Finally, ideas to overcome some of the pronunciation problems are suggested.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Pronunciation Problems among Palestinian English Major Students in Hebron University

Farrah¹

2020

IJAES

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“…However, only very view studies have been conducted on the accuracy of pronouncing the problematic sounds produced by Arab EFL learners using Praat software such as the study by Ali (2013). In the current body of literature, there are many studies that have already proven the difficulty in pronouncing the English affricate /tʃ/, as well as some other English sounds that are absent in Arabic Language for Arabic learners of English Language such as the studies by Alqarni (2013), Elmahdi and Khan (2015), Al Yaqoobi, Ali and Sulan (2016), Jabali and Abuzaid (2017), and Ababneh (2018). They found that the /tʃ/ is sometimes pronounced as /ʃ/ by Arab learners of English Language.…”

Section: Literature Reviewmentioning

confidence: 99%

Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

Khamis

Jupri

2018

ASIANTEFL

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<p>Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/ occurred in the pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.</p><p> </p>

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“…He concluded that learners used reduction, substitution and/or deletion as alternative processes for their incorrect pronunciation of these clusters. In a similar context, (Ababneh, 2018) compared pronunciation errors of two Saudi groups: one was studying English major and the second was studying Arabic major in order to find out the effect of the first language sound system on participants' pronunciation of English sounds. While it was found that there were no significant errors between the two groups, there was a strong correlation between the period of study and the number of pronunciation errors committed while learning EFL i.e., EFL learners who studied language for more spans of time showed less pronunciation problems than those studied this major for shorter period of time.…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Phonetic and Phonological Constraints of Saudi EFL Learners

Al-Rubaat¹,

Al-Shammari²

2019

ELT

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This study explores the pronunciation difficulties experienced by Saudi EFL learners at Jouf University (JU) in the north of Saudi Arabia. To achieve this purpose, two main instruments were implemented: an experiment of pronunciation sensitivity response and two interview formats. The sample of this study was selected randomly and consisted of (n=20) students studying English major in their sixth level at JU, and (n=10) English language instructors from the same institution. A mixed-method approach was employed to find out the phonetic and phonological difficulties that participants encountered during the implementation of the experiment of pronunciation sensitivity response, and to interpret participant's responses to the interview formats. The findings revealed that EFL learners experienced six phonetic and phonological problematic patterns related to mispronunciation of: initial consonant cluster, final consonant cluster, multi-syllabic words, unfamiliar sounds, vowels, and voiced or voiceless phonemes. It was also found that EFL learners and instructors had different views regarding these phonetic and phonological issues. The limited time for practice, the lack of authentic materials and tasks, and the need for immersion classes, and effective instruction and learning were all found to be responsible about the phonetic and phonological problems EFL learners encountered and at the same time they were found to be the motives for overcoming these issues. It is believed that the implications and recommendations included in this study would improve the performance of Saudi EFL speaking abilities once they are incorporated effectively in their English learning settings.

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English Pronunciation Errors Made by Saudi Students

Cited by 25 publications

References 10 publications

Pronunciation Problems among Palestinian English Major Students in Hebron University

Pronunciation Problems among Palestinian English Major Students in Hebron University

Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

Analysis of Phonetic and Phonological Constraints of Saudi EFL Learners

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