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Analysis of Pronunciation Errors of Saudi ESL Learners

Author: Turki A. Binturki

Publisher:

Published: 2008

Total Pages: 86

ISBN-13:

This study was conducted as a qualitative investigation to determine the difficulty of /p v r/ to Saudi ESL speakers. More specifically, this study investigated what word environments were most difficult for Saudi speakers. Subjects were specifically selected to represent Najdi dialect because it is the closest dialect to Classical Arabic and also for the lack of previous research regarding this dialect. Five native speakers of Saudi Arabian Najdi dialect studying in the U.S. were chosen to participate in this study. A word list and a reading passage were used to elicit the target sounds in order to generate data for both context and isolation. The results of this study demonstrate that Saudi ESL speakers do have difficulty with the voiced interdental fricative /v/ and to lesser extent, with /p/ and /r/. The study also found that difficulty was closely related to certain word positions. The findings of this study are important to teachers of English as a second language especially those who deal with Saudi speakers.

Analysis of Pronunciation Errors Arabic-speaking ESL Learners in New Mexico

Author: Fatemah Khajah

Publisher:

Published: 2017

Total Pages: 184

ISBN-13:

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The purpose of this study is to investigate the difficulty that Arabic L1 speakers experience when acquiring the use of the voiceless labial plosive /p/ and the voiced labiodental fricative /v/ in English. This study investigates the differences between phonetic production of the new target sounds and phonemic perception of them. It also takes into consideration such distinctions as onsets vs. codas, and presents the target sounds in isolated words as well as authentic literature passages. Subjects were specifically selected to represent the Gulf Area dialect (such as Kuwait, Saudi Arabia, and Iraq) because these are the dialects which traditionally have the most resistance to borrowing foreign words with /p/ or /v/. Sixteen native speakers of the Saudi Arabian, Kuwaiti and Iraqi dialects studying in the United States accepted an invitation to participate in this study. A word list and a reading passage were used to test the target sounds in order to generate data for both isolated words (in the case of the listening tasks) and words from authentic literary passages (in the case of the reading tasks). The results of this study strongly suggest that Arabic-speaking ESL leaners are able to learn these sounds as allophones of their homorganic counterparts, /b/ and /f/ respectively, before acquiring them as phonemes. The findings of the study are potentially of great importance to teachers of English as a second language, especially those who deal with monolingual Arabic speakers. Throughout this study I try to come up with various approaches to diagnosing such errors and provide the means to address them pedagogically.

Unusual pronunciation errors of English Department students. What are reasons and solutions?

Author: Abdalkareem A. Benmustafa

Publisher: GRIN Verlag

Published: 2019-05-14

Total Pages: 12

ISBN-13: 3668938059

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Academic Paper from the year 2019 in the subject English - Pedagogy, Didactics, Literature Studies, , course: Phonetics, language: English, abstract: The purpose of this paper is to highlight the background fundamental of the errors, and the studies conducted in the field of error analysis and to explore the pronunciation errors which made by the third semester students of Languages and Translation Faculty, at Misrata in terms of consonants, vowels, and diphthongs and find out the reason of the students pronouncing the words in such a way. It also tries to help teachers and learners of English as a foreign language, to know about the most common errors made by the learners of English as a foreign language, and some very important issues of understanding the importance of correcting error in the process of acquiring a second language. The paper also deals with the number of errors that must be corrected, and at what stages the teacher must correct them and how the teacher can correct the error of the learner without frustration. To achieve these elements the third-semester students of English and Translation department at Languages and Translation Faculty of Misrata University were interviewed, and given a number of English words, to explore their correct, and incorrect pronunciation. Those errors, are analyzed. Data was collected and analyzed with the guidance of phonemic transcription in the Cambridge English Pronouncing Dictionary.

Input Matters in SLA

Author: Thorsten Piske

Publisher: Multilingual Matters

Published: 2009

Total Pages: 325

ISBN-13: 1847691099

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This volume bridges the gap between theory and practice by bringing together well-known and new authors to discuss a topic of mutual interest to second language researchers and teachers alike: input. Reader-friendly chapters offer a range of existing and new perspectives on input in morphology, syntax, phonetics and phonology.

Errors in English Pronunciation among Arabic Speakers

Author: Mohamed Fathy Khalifa

Publisher: Cambridge Scholars Publishing

Published: 2020-01-17

Total Pages: 269

ISBN-13: 1527545814

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This book is a contrastive analysis of Arabs’ errors in English pronunciation regarding segmentals—consonants, consonant clusters, and vowels—and suprasegmentals—main word stress. It also explains the main interlingual reasons behind these errors, and presents some teaching suggestions for surmounting them. The findings show that the subjects substitute their own Arabic sounds for unfamiliar English ones, producing incorrect English sounds. In addition, they apply Arabic main word stress rules instead of English ones, producing incorrect English stress patterns. The book also shows that English sounds and stress patterns that are both different and more marked than corresponding Arabic ones caused learning difficulties for the subjects.

Errors in English Pronunciation Among Arabic Speakers

Author: MOHAMED FATHY. KHALIFA

Publisher: Cambridge Scholars Publishing

Published: 2020-02-02

Total Pages: 269

ISBN-13: 9781527544307

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This book is a contrastive analysis of Arabsâ (TM) errors in English pronunciation regarding segmentalsâ "consonants, consonant clusters, and vowelsâ "and suprasegmentalsâ "main word stress. It also explains the main interlingual reasons behind these errors, and presents some teaching suggestions for surmounting them. The findings show that the subjects substitute their own Arabic sounds for unfamiliar English ones, producing incorrect English sounds. In addition, they apply Arabic main word stress rules instead of English ones, producing incorrect English stress patterns. The book also shows that English sounds and stress patterns that are both different and more marked than corresponding Arabic ones caused learning difficulties for the subjects.

Saudi Learners' Pronunciation Difficulties with the English Voiceless Bilabial Stop /p/

Author: Khalaf Naif Alharbi

Publisher:

Published: 2013

Total Pages: 86

ISBN-13:

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This study investigated the production of the English voiceless bilabial stop /p/ in three word positions (initial, medial, and final). By a group of 20 male and female ESL Saudi Arabian learners in the United States. The stimulus of this work was a list of 20 English words with an equal number of words for the three word positions initial, medial, and final. By measuring the Voice Onset Time (VOT) in word initial and the duration of the release of the target phoneme /p/ in word medial and final positions this study identified several types of error in the participants' utterances, including substitution of /p/ with /b/, approximation, and frication. The position of /p/ in words had a significant effect on the accuracy of pronunciation as the position that yielded the highest level of accuracy was the final position. The other two positions, initial and medial, showed a significantly higher number of production errors than word-final position. The findings of this study might be helpful for English teachers in Saudi Arabia in more than one way. First and foremost, they provide further evidence in support of second language acquisition theories (e.g. CAH, MDH, and CAH) which emphasize the importance of linguistic knowledge of both languages that a teacher is involved with, specifically of learners' L1 and L2 grammars, including phonetics, phonology, morphology, and syntax. In this particular study, the results reveal the importance of phonological knowledge of both language systems. For instance, if a teacher is aware of the fact that the absence of the voiceless bilabial stop /p/ from the Arabic inventory is likely to cause pronunciation problems, then the teacher can give more specific attention to this sound. Also, a teacher who has good phonological background in both languages may also be able to determine that certain phonological environments produce more errors than others, and thus provide more systematic remedial work in these environments.

Interlanguage Error Analysis: an Appropriate and Effective Pedagogy for Efl Learners in the Arab World

Author: Muhammad Khan Abdul Malik

Publisher: Xlibris Corporation

Published: 2020-05-31

Total Pages: 168

ISBN-13: 1984505491

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First of all the author wants to make it crystal clear that the present work is of a great benefit both for the English and Arab learners of the target language either Arabic or English. This edition of the book pinpoints previous researchers' findings regarding English and Arabic phonological, morphological and syntactic similarities and differences and how all these differences result in mistakes and errors by the Arab learners of English in their learning process. These mistakes or errors are unconsciously or involuntarily made by Arab learners of English due to the differences between the system and sub-systems of the two languages. The present attempt is the result of my realization as an English language teacher as to how a teacher can minimize students difficulties in learning of English and maximize their knowledge, skills and competency of English as a foreign or second language. This is the first edition. The work is pedagogically oriented and primarily intended to make teaching-learning of English as a foreign/second language a bit easy especially for the first-year university students of English language in the Arab world: (Gulf area such as KSA, UAE, Kuwait, and the Middle East Area, such as Jordan, Syria, Lebanon and so on). The focus is on phonetic and morpho-syntactic variations in Arabic and English languages. This area of research becomes more interesting through the assumptions – (i) information about the differences and similarities between Arabic and English language is to be supplied at an early stage since this facilitates the students learning task, (ii) the differences are to be presented in pedagogically suitable format, (iii) it is useful to separate and present phonetics, morphological and syntactic categories as they function in suitable contexts and not merely abstract notions, (iv) before students may tackle contrastive analysis, they should have basic knowledge of Arabic and English languages similarities and differences and (v) pre-modification and post-modification of lexical and syntactic structures are to be explained appropriately.