LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:1 January 2020
ISSN 1930-2940

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         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Mispronunciation of English Consonant Sounds by Yemeni EFL Learners at Secondary Schools:
An Analysis of the Problems and Some Remedies

Fahmi Abdo Mohamed Al Mafalees, Ph.D.

Abstract

This study aims at investigating the pronunciation problems faced by Yemeni EFL learners at secondary schools when pronouncing English consonants. It also aims to shed light on the area of English consonant clusters system. It deals with the importance of teaching pronunciation of the English language at secondary schools. In addition, it aims at finding out some of the ways which can make an improvement in terms of teaching pronunciation in English lessons. For this purpose, two instruments were used to collect the data. These tools were a questionnaire and a recording test. Thirty (30) copies of English language questionnaires were distributed to the teachers. They were selected randomly from 10 secondary schools. The recording test has also been conducted at the same schools. 100 students (50 boys and 50 girls) were randomly chosen from the same schools. The results showed that the subjects had difficulties to pronounce certain English consonant sounds. The results also showed that the subjects unintentionally insert a vowel sound in English syllable to break up consonant clusters. The study ended by discussing the findings of the study and the recommendations required to be taken into consideration by the Yemeni learners, English teachers, and curriculum designers.

Keywords: Yemeni EFL Learners at Secondary Schools, EFL-English Consonant Sounds, Consonant Clusters System, Intelligibility.

Introduction

English is a global language. For Crystal (2003) a language is considered to have gained a global role when its worldwide character is recognized in every country. Its significance is being noted in almost every sphere of everyday life and its knowledge is becoming more and more essential. And correct pronunciation of English is very important to avoid misunderstanding when communicating with others. Morley (1991) points out that “intelligible pronunciation is an essential component of communicative competence p.513". Celce-Murcia et al. (1996) also claiming that “intelligible pronunciation is one of the necessary components of oral communication p.8”. Yates (2002) adds, “learners with good pronunciation in English are more likely to be understood even if they make errors in other areas, whereas learners whose pronunciation is difficult to understand will not be understood, even if their grammar is perfect p.1”. Similarly, Burns (2003) argues that clear pronunciation is essential in spoken communication, even where learners produce minor inaccuracies in vocabulary and grammar; they are more likely to communicate effectively when they have good pronunciation and intonation. Hewings (2004) has also underlined the importance of pronunciation in effective communication. He states that “difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to them (p.11)”. More specifically, Kenworthy (1987) states that "intelligibility is being understood by a listener at a given time in a given situation. So, it is the same as understandability (p.13)". This consideration suggests that teaching pronunciation is crucial to help the students develop the skills that are necessary to communicate in the target language. Harmer (2001) argues that “pronunciation teaching not only makes students aware of different sounds and sound features (and what these mean) but can also improve their speaking immeasurably” and consequently “help them achieve the goal of improved comprehension and intelligibility p.183”. Kelly (2000) also insists on “pronunciation work can, and should, be planned p.13”. He adds “the fact that pronunciation tends to suffer from neglect may not be due to teachers lacking interest in the subject but rather to a feeling of doubts as to how to teach it (p.13)”.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Fahmi

Fahmi Abdo Mohamed Al Mafalees, Ph.D.
Department of English
Faculty of Education
University of Aden
fahmiabdo@gmail.com
Phone: 00967773720553
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