Teaching and Learning Phonetics Obstacles in EFL Classrooms
This study aims at finding out the main obstacles lecturers face in teaching pronunciation. It also sheds light on the stumbling blocks in pronunciation faced by EFL freshmen students at the departments of English and Translation, faculty of Arts and Letters, Cihan University-Erbil. The students at both departments study Phonetics at first stage over two semesters, so they have encountered different problems. Besides, this study tries to shed light on the main reasons lead to. The instruments used to accomplish this study are mainly two; observation and examining students on the transcription of monosyllabic and multisyllabic words. The freshmen are examined verbally and non-verbally on the consonants, short and long vowels, diphthongs, and triphthongs. Their answers have been analyzed following Sbss. The outcomes of this study reveal that some sounds are difficult to be taught due to their absence in the native language and the difficulty to deliver them to students. Moreover, it figures out which sounds are difficult for students to learn. In addition, this study also tends to pinpoint the reasons behind mispronunciation. The causes include mother tongue interference, demotivation, decontextualization, less trained lecturers, and others.
Abayazeed, S., & Abdalla, A. (2015). Investigating the causes behind pronunciation problems facing Sudanese University students majoring in English: A case study of Khartoum University faculty of Arts, English Department. International Journal of Science and Research, 6(6), 147-150.
Abugohar, M., & Yunus, K. (2018). Difficulties encountered by Arab students in pronouncing English correctly. International Journal of Education and Literacy Studies, 6(4), 93-100.
Ahmed, Z. (2017). Difficulties encountered by EFL students in learning pronunciation: A case study of Sudanese higher secondary schools. International Journal of English Linguistics, 7(4), 75.
Aljaroosh, N., & Binmustafa, A. (2020). Exploring pronunciation errors of primary pupils’ school in Misrata Libya. Scientific Journal of Faculty of Education Misurata University Libya, 1(15), 193-204.
Albiladi, W. (2019). Teaching English pronunciation revisited: The challenges of teaching EFL in non-English-speaking countries. European Journal of Foreign Language Teaching, 4(3), 41-49.
Al-Zayed, N. (2017). Non-native pronunciation of English: Problems and solutions. American International Journal of Contemporary Research, 7(3), 86-90.
Dost, E. (2017). Pronunciation problems of high school EFL students: An error analysis approach with pedagogical implication. International Journal of English Research, 3(4), 77-82.
Gilakjani, A., & Sabouri, N. (2016). How can EFL teachers help EFL learners improve their English pronunciation? Journal of Language Teaching and Research, 7(5), 967-972.
Hassan, E. (2014). Pronunciation problems: A case study of English language students at Sudan University of science and technology. English Language and Literature Studies, 4(4), 31-44.
Haji, S., & Mohammed, F. (2019). An analysis of the pronouncing of English monophthongs by Kurdish EFL university students (Northern Kurmanji Speakers). Humanities Journal of University of Zakho, 7(4), 515-524.
Idris, S., & Mohammed, M. (2020). Challenges of pronunciation to EFL learners in spoken English. Multicultural Education, 6(5), 193-203.
Mohammadi, J. (2014). A survey of Kurdish students’ sound segment and syllabic pattern errors in the course of learning EFL. Advances in Language and Literary Studies, 5(3), 18-21.
Naser, I., & Hamzah, M. (2018). Pronunciation and conversation challenges among Saudi EFL students. Journal of English Educators Society, 3(1), 85-104.
Piyamat, B., & Deekawong, K. (2021). Phonological variations and problems in English pronunciation among Thai EFL learners: A case study of undergraduate students at Huachiew Chalermprakiet University. Liberal Arts Review, 16(1), 70-84.
Yates, L., & Zielinski, B. (2009). Give It a Go: Teaching Pronunciation to Adults. Sydney: AMEP Research Centre.
Copyright (c) 2023 Huda Y. Abdulwahid
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License [CC BY-NC-ND 4.0] that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).