Authors :
Dr. Khadija Anasse; Brahim Mrissa
Volume/Issue :
Volume 8 - 2023, Issue 3 - March
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/43hWR3i
DOI :
https://doi.org/10.5281/zenodo.15099646
Abstract :
Beginner English language learners often
face a great challenge in accurately producing sounds of
the English language. This is particularly due to the
significant differences between the phonetic systems of
their native language and English. Consequently,
learners often feel frustrated when their communication
is misunderstood in real-life situations. Improving
pronunciation is therefore a crucial priority in every
ESL classroom, as it impedes intelligibility and affects
students' motivation. This paper aims to achieve two
goals: firstly, to identify and classify the most common
pronunciation mistakes made by beginner learners of
English, with the aim of helping teachers anticipate and
address these errors before they become ingrained.
Secondly, the paper proposes practical
recommendations for teachers and syllabus designers to
improve pronunciation teaching, as it is often neglected
in classroom instruction and textbooks. The paper also
recommends two computer-assisted pronunciation
teaching applications that students can use on their own
to improve their pronunciation skills. To collect data,
we used a quantitative approach and conducted a
speaking test with a focus group of students who
completed a 30-hour English course. Based on their
recordings, we were able to objectively categorize their
pronunciation errors and make generalizations about
common mistakes of pronunciation among beginner
English language learners.
Keywords :
Segmental; suprasegmental; intuitiveimitative; analytical-linguistic; integrative; EFL, phoneme, morpheme, minimal-pair.
Beginner English language learners often
face a great challenge in accurately producing sounds of
the English language. This is particularly due to the
significant differences between the phonetic systems of
their native language and English. Consequently,
learners often feel frustrated when their communication
is misunderstood in real-life situations. Improving
pronunciation is therefore a crucial priority in every
ESL classroom, as it impedes intelligibility and affects
students' motivation. This paper aims to achieve two
goals: firstly, to identify and classify the most common
pronunciation mistakes made by beginner learners of
English, with the aim of helping teachers anticipate and
address these errors before they become ingrained.
Secondly, the paper proposes practical
recommendations for teachers and syllabus designers to
improve pronunciation teaching, as it is often neglected
in classroom instruction and textbooks. The paper also
recommends two computer-assisted pronunciation
teaching applications that students can use on their own
to improve their pronunciation skills. To collect data,
we used a quantitative approach and conducted a
speaking test with a focus group of students who
completed a 30-hour English course. Based on their
recordings, we were able to objectively categorize their
pronunciation errors and make generalizations about
common mistakes of pronunciation among beginner
English language learners.
Keywords :
Segmental; suprasegmental; intuitiveimitative; analytical-linguistic; integrative; EFL, phoneme, morpheme, minimal-pair.
