Arab World English Journal (AWEJ) Volume 12. Number4   December 2021                                      Pp. 194-212
DOI: https://dx.doi.org/10.24093/awej/vol12no4.14

  Full Paper PDF   

Pronunciation Problems Encountered by EFL Learners: An Empirical Study 

Syed Farhat Jahara
Department of English Language and Translation
College of Sciences and Arts at Al-Asyah
Qassim University, Saudi Arabia
Correspondent Author Email: fa.syed@qu.edu.sa

 Abbas Hussein Abdelrady
Department of English Language and Translation
College of Sciences and Arts at Al-Asyah
Qassim University, Saudi Arabia

 

Received: 8/3/2021                 Accepted:11/8/2021                            published:12/15/2021

 

Abstract:
Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL.
Keywords: Fossilization, EFL learners, miscues, phonemic inventory, pronunciation problems, sounds

Cite as: Jahara, S. F., & Abdelrady, A. H. (2021). Pronunciation Problems Encountered by EFL Learners: An Empirical Study.
Arab World English Journal, 12 (4)
DOI: https://dx.doi.org/10.24093/awej/vol12no4.14

References

Abdalla Ahmed Abker, I. (2020). Difficulties in pronouncing English morphemes among Saudi EFL students at Albaha University. A case study in Almandag. Arab World English Journal, 11(2), 395-410. https://doi.org/10.24093/awej/vol11no2.27

Abdul-Abbas, I. H., Rashid, Q. J., & RasimYounus, M. (2021). Belief and practice in the teaching of pronunciation in the Iraqi EFL context. PalArch’s Journal of Archaeology of Egypt/Egyptology, 18(3), 451-470.

Alharbi, Y. G. (2019). A review of the current status of English as a foreign language (EFL) education in Saudi Arabia. Global Journal of Education and Training, 1(2).

Al-Rubaat, A. M., & Alshammari, H. A. (2020). Analysis of phonetic and phonological constraints of Saudi EFL learners. English Language Teaching, 13(1), 63-72.

Alshehri, A. (2020). Perception of the English phonotactics by Saudi English majors: A comparative study. Arab World English Journal, 11(4), 207-222. https://doi.org/10.24093/awej/vol11no4.14

Berry, D. M. (2021). Level up your pronunciation: Impact of a mobile game. MEXTESOL Journal, 45(1), n1.

Celce-Murcia, M., Brighton, D. & Goodwin. J. (1996). Teaching Pronunciation. Cambridge University Press.

Chang, M. (2005). Pronunciation practice activities: A resource book for teaching English pronunciation. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 61(3), 436-439.

Crystal, D. (2003). English as a Global Language. (2nd ed). Cambridge University Press.

Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation? TESL Canada Journal, 22-22.

Hancock, M. (2012). English Pronunciation in Use. Cambridge University Press.

Jahara, S. F., & Abdelrady, A. H. (2021). English Café: An initiative to encourage undergraduate learners of Al-Asyah Province to showcase their spoken proficiency in English. Journal of Ethnic and Cultural Studies, 8(3). https://doi.org/10.29333/ejecs/776

Jones, D. (1956). The Pronunciation of English. (4th ed).   Cambridge University Press. (first published 1909).

Khaleghi, M., Batobara, M., & Saleem, M. (2020). A case for teaching pronunciation to adult EFL learners, using metrical versification. International Journal of Learning, Teaching and Educational Research, 19(3), 460-474.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.

Ministry of Education. (2021). The Emergence of the Ministry. Retrieved 15/02/2021 from https://www.moe.gov.sa/en/aboutus/aboutministry/

Nakazawa, K. (2012). The effectiveness of focused attention on pronunciation and intonation training in tertiary Japanese language education on learners’ confidence: Preliminary report on training workshops and a supplementary computer program. International Journal of Learning, 18 (4), 181-192.

Reed, M., & Levis, J. (2019). The Handbook of English Pronunciation. Wiley Blackwell.

Roach, P. (2009). English Phonetics and Phonology. A Practical Course. (4th ed).  Cambridge University Press.

Troike, M. S. (2006). Introducing Second Language Acquisition. Cambridge University Press.

Vadakalur Elumalai, K., Sufian Abdullah, M., P Sankar, J., & R, K. (2021). English language pronunciation barriers encountered by the expatriate students at King Saud University, Riyadh. Arab World English Journal, 12(1), 293-308. https://doi.org/10.24093/awej/vol12no1.20

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
Received: 8/3/2021  
Accepted: 11/8/2021
Published: 12/15/2021
https://dx.doi.org/10.24093/awej/vol12no4.14
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Syed Farhat Jahara has received Ph.D. in English Language. She is an Assistant Professor at the Department of English Language and Translation, College of Sciences and Arts at Al-Asyah, Qassim University, Saudi Arabia. Her research interests include effective methods to improve listening and speaking skills, designing task-based activities based on learner needs, soft skills, learning styles, and learner strategies. ORCID ID: 0000-0002-2057-5982

Abbas Hussein Abdelrady has received Ph.D. in Applied Linguistics. He is an Assistant Professor at the Department of English Language and Translation, College of Sciences and Arts at Al-Asyah, Qassim University, Saudi Arabia. His research interests include, but are not limited to, linguistics, historical linguistics, applied linguistics, psycholinguistics, second language acquisition, and education policy and pedagogy. ORCID ID: 0000-0002-7920-887X