Consonant Pronunciation Errors Made by Saudi EFL Students
DOI:
https://doi.org/10.17507/jltr.1605.21Keywords:
English consonants, beginners, EFL, Saudi learners, error analysisAbstract
The acquisition of accurate pronunciation is crucial for ensuring precise delivery of messages in the English language. The aim of the current study is to identify and analyze consonant pronunciation errors made by Saudi EFL beginners. These errors can significantly impact their overall communication skills and comprehension. Therefore, forty-five female students in the third level of intermediate school participated in the study. A performance test was designed to elicit students’ spontaneous pronunciation of all consonants in various positions. The students’ spontaneous utterances were recorded, transcribed, and analyzed. The results revealed that 14 English consonants pose challenges to Saudi female beginners in spontaneous pronunciation. These problematic sounds are, respectively, /p/, /ŋ/, /r/, /ʒ/, /ʤ/, /t/, /ɫ/, /v/, /d/, /Θ/, /ʧ/, /b/, /ʃ/, and /f/. The findings drawn from this study provide insights that may assist policymakers and material designers in supporting young Saudi English as a foreign language (EFL) beginners during their early stages of learning English. By addressing these specific consonantal challenges, targeted phonetic training programs can be developed to enhance pronunciation skills. Additionally, incorporating interactive and immersive activities into the curriculum may further support learners in overcoming these obstacles more effectively.
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