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Diagnosing Saudi Students' English Consonant Pronunciation Errors

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Title: Diagnosing Saudi Students' English Consonant Pronunciation Errors
Language: English
Authors: Alzinaidi, Manahel Hamad (ORCID 0000-0002-3632-4125), Latif, Muhammad M. M. Abdel (ORCID 0000-0003-4002-822X)
Source: Arab World English Journal. Dec 2019 10(4):180-193.
Availability: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Phonemes, Morphemes, Error Analysis (Language), Foreign Countries, Pronunciation, Second Language Learning, Second Language Instruction, English (Second Language), Arabs, Grammar, Females, Language Proficiency, Language Tests, College Students, Semitic Languages
Geographic Terms: Saudi Arabia
ISSN: 2229-9327
Abstract: Diagnosing the pronunciation difficulties second language (L2) learners encounter assists in identifying their training needs. Since a clearer profile of Arab students' English pronunciation difficulties is yet to be reached, this study tried to identify which English consonant sounds and clusters Saudi English-as-a-foreign-language (EFL) students have difficulty in pronouncing, and examine how students' language proficiency levels may influence their English consonant pronunciation performance. Forty Saudi female university students with two different English proficiency levels (lower-intermediate versus intermediate) took part in the study (20 students in each group). They completed a 4-section productive pronunciation test diagnosing their errors in pronouncing problematic consonant sounds and clusters in varied word positions. The data analysis showed that the participants' highest error percentages were in pronouncing: /Ezh/, /agma/, /p/, /alveolar approximant/ and/voiceless postalveolar affricate/; /t/ and /d/ of the regular past morpheme -ed; and the 4- and 3-consonant clusters. It was also found that the lower-intermediate level students made more errors than the intermediate ones in pronouncing the majority of the consonant sounds and clusters, and that the variance between their errors is generally higher in the word-initial positions than the word-medial and -final ones. The study indicates that the consonants in the word-initial and -final positions are likely to cause more pronunciations difficulties than the ones in the word-medial position.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1271996
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Diagnosing Saudi Students' English Consonant Pronunciation Errors
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  Data: <searchLink fieldCode="AR" term="%22Alzinaidi%2C+Manahel+Hamad%22">Alzinaidi, Manahel Hamad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3632-4125">0000-0002-3632-4125</externalLink>)<br /><searchLink fieldCode="AR" term="%22Latif%2C+Muhammad+M%2E+M%2E+Abdel%22">Latif, Muhammad M. M. Abdel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4002-822X">0000-0003-4002-822X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Arab+World+English+Journal%22"><i>Arab World English Journal</i></searchLink>. Dec 2019 10(4):180-193.
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  Data: Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 2229-9327
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Diagnosing the pronunciation difficulties second language (L2) learners encounter assists in identifying their training needs. Since a clearer profile of Arab students' English pronunciation difficulties is yet to be reached, this study tried to identify which English consonant sounds and clusters Saudi English-as-a-foreign-language (EFL) students have difficulty in pronouncing, and examine how students' language proficiency levels may influence their English consonant pronunciation performance. Forty Saudi female university students with two different English proficiency levels (lower-intermediate versus intermediate) took part in the study (20 students in each group). They completed a 4-section productive pronunciation test diagnosing their errors in pronouncing problematic consonant sounds and clusters in varied word positions. The data analysis showed that the participants' highest error percentages were in pronouncing: /Ezh/, /agma/, /p/, /alveolar approximant/ and/voiceless postalveolar affricate/; /t/ and /d/ of the regular past morpheme -ed; and the 4- and 3-consonant clusters. It was also found that the lower-intermediate level students made more errors than the intermediate ones in pronouncing the majority of the consonant sounds and clusters, and that the variance between their errors is generally higher in the word-initial positions than the word-medial and -final ones. The study indicates that the consonants in the word-initial and -final positions are likely to cause more pronunciations difficulties than the ones in the word-medial position.
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  Data: EJ1271996
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 180
    Subjects:
      – SubjectFull: Phonemes
        Type: general
      – SubjectFull: Morphemes
        Type: general
      – SubjectFull: Error Analysis (Language)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Arabs
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      – SubjectFull: Grammar
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      – SubjectFull: Females
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      – SubjectFull: Semitic Languages
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Diagnosing Saudi Students' English Consonant Pronunciation Errors
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