Pronunciation refers to the utterances of words in spoken language.

While “Correct pronunciation” refers to how to utter the words in the right sounds of the targeted language other than the mother tongue. The right pronunciation usually refers to how the native speakers of the targeted language say or utter the words. With good enunciation and pronunciation, someone does can understand what the other person is saying. There are some common problems in pronunciation in an ESL classroom. This matter have been occur many years and English teachers been trying to overcome these problems. We have identified two of the problems and one of them is mother tongue interference. Mother tongue refers to the person first language. It’s the first language the person use since birth. When learning the second language (L2), the person with the knowledge of the first language (L1) sometimes will apply the rules of their first language in the second Language. This scenario is popular among the Malaysian people. In Malaysia we live with three different races and cultures which is Malay, Chinese, and Indian people. Sometimes, people who came from English speaking background cannot pronounce the English words correctly because they are used to the Malaysian English (Manglish). This is where the Malaysian applies the Bahasa Melayu rules in English language. When speaking in English language among the Malaysian people, the Malaysian tends to put the – lah and – bah at the end of the conversations. For example “okaylah”, “no lah” and “see lah”. The Malaysian also tends to put repetition in their English language. They apply the rules of first language in the second Language, such as “don’t play –play” (jangan main-main) and together – gather (bersama –sama). They tend to apply the rules of Malay language in the English language. Problem in pronunciation also occur because a specific sound in the English language do not exist in the mother tongue. The students need to be helped to hear the sounds and help they understand how the sound is produce and given a lot of practice to make the perfect pronunciation of the words. It will become a lot easier if the students know the phonemic alphabet, but in English some words does not sounds exactly like how they are spelt. For example “ough”, cough, although, through, bough, rough, etc. These chosen words do not produce the same sound although they kind of have the same spelling at the back of the words. Another prove of mother tongue is the biggest interference in the pronunciations are, when we look at the Chinese people which in their Chinese language system doesn’t have the “r” sound. When learning English language as well as other language, the most common problem they faces was, they can’t pronounce the words that have the “r” sound in it. For example, in Bahasa the word “ular” they tend to pronounce it “ulal”. In English language the word “mirror” turns into “millel”. For the Indian people, in their language system they pronunciation of the “r” sound is very thick. That’s why when they pronounce in English word that has the “r” sound they tend to stress it. This way of pronunciation is not right although we might understand the word that they are saying. The next problem in pronunciation in an ESL classroom is the low self-esteem when speaking English. Since it is not their first language the second Language learners that are not used to speak in English will feel shy when speaking in English because of afraid of making mistakes. This is due to improper training and lack of exposure to English language. Furthermore, the tutors themselves here in Malaysia are not the native speakers. Sometimes tutors tend to pronounce wrongly and students will tend to follow. Some of second Language students are passive students. This makes them hard to achieve perfection when speaking in English. This low self-esteem problem happen when the second Language learners tend to make mistake when speaking, The common mistakes that they make when speaking is when they tend to stress individual words incorrectly. This problem can be

mouth position. If you stress the wrong word. In this case. syllables and specific sounds. learners can actually boost their self-esteem in speaking English. There are eight common pronunciation features that second language learners must achieve in order to pronounce correctly that is voicing. Accents are not that really important. Second language learners need to have a positive attitude towards learning the targeted language. Second Language learners always persistent in using their first language. Pronunciations cover on word stress. It’s just the matter we utter is with the right sounds and with the right word stress. second language learners can actually pronounce correctly. This scenario are well known in the Malaysian where the students depend on the teacher to get every mistakes to be corrected by the teachers without trying to corrected it themselves especially in pronunciation and spelling of the English word. Besides pronunciations there are other problems in the ESL classroom. aspiration. the students should not be speaking in their first language when learning English in class . Either they felt comfortable in using the native language when communicating with their peers or they have no confident in using the English language as medium of communicating among their Malaysians friends. This can be called spoon feeding where the teachers became the students’ number one sources of knowledge. For example. but it’s just because they feel that they cannot improve. In order to resolve this problem. we seek to the teachers to provide the right pronunciation. This will always happen because not many of our students came from English speaking background. Asian people are a bit timid and shy when it comes into learning the English language. By learning all of these.. they realize that they are anxious and they know it will hinder their progress in learning the second Language. The teachers might think that the second Language students are lazy. The attitude of the second Language learners also can be the problems in pronunciation. Next barriers are the students in the situations where they are hopeless in learning because they feel. Anxiety usually occurs among the students. In pronunciation. if the students didn’t get positive reaction from the teachers they will probably have lower their self esteem in learning the targeted language. Last barriers are the cultural identity. linking. The second Language learners also have lack of control of the essentials of pronunciations such as word stress and make it hard for other people to understand for the listeners to understand them. Same goes in learning English language. they have tried so many times but didn’t get the positive results. the second Language learners become dependent towards the teachers.fixed by hearing correctly and pronounce it correctly by using the guide in the dictionary. their attitude towards learning the English language are not always positive. There were three big barriers to good English pronunciation. vowel length. the listener might get the wrong message. by stressing different words in a sentence. By achieving all of these. Anxiety. we can actually change the meaning of the sentence. intonation. the students unwilling to experiment with sounds and will having a hard time to blend sounds correctly because of lack of fluency. and they end up giving up. Second Language students also tend to stress the words in a sentence wrongly. learned helplessness and cultural identity. Second Language learners need to put aside that negative attitude and be more confident with their selves when speaking the English language. different people from different places and country and region have their own accents in how to pronounce the English words. They are afraid of making mistakes when uttering the words and afraid of being laugh by their peers. In most Asian country. The pronunciation between the teachers and the native speakers of the targeted language might be different but as long as we pronounce it the right way with the right enunciation we will be able to communicate with the native speakers of the targeted language. The teachers need to give the second Language learners more positive encouragement so that the students are able to do works by themselves improves their English language skills. but not that always negative. In English language. sentence stress and intonation.

Take into account the demands that second language learning imposes. 6. 11. the better they will be in speaking English. Pay constant attention to expanding their target language.and when are caught doing so. Learn chunks of language as wholes and formalized routines to help them perform “beyond” their competence. First. Make their own opportunities for practice in using the language inside and outside the classroom. Remember that learning language is an active mental process. This is based on their imitation of the new words and it is important in enhancing pronunciation and intonation. language is learned mainly through imitation. 6. The more they practice. Involve themselves in the long learning process. Learn certain production strategies to fill in gaps in their own competence. Use linguistic knowledge. Like the saying. Are creative. Second Language learners can also practice their language by entering debate and choral speaking. Use mnemonics and other memory strategies to recall what has been learnt. Teachers can help the learners to be motivated by creating a supportive classroom environment so that the learners are stimulated. It is up to the learners to emphasize their learning process and how the learners organize their language. 12. Use contextual clues to help them in comprehension. Develop the second language as a separate system. They found six broad strategies shared by good language learners: 1. Make errors work for them and not against them. Make intelligent guesses. There are many popular ideas about language learning for second Language learners. Learn certain tricks that help to keep conversation going. 8. There are many ways that can be adapt in order to help second language learners to be confident in learning English. 7. . 2. taking charge of their learning. 5. including knowledge of their first language in learning second language. all these problems of pronunciation and other problems relating to ESL can be overcome. 1991:80) to undertake a study of good language learning (GLL) trait. Learn to live without uncertainty by not getting flustered and by continuing to talk or listen without understanding every word. 4. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation. One of the ways that we found is that learners can adapt the fourteen characteristics of ‘good language learners’ created by Rubin & Thompson (1982) that is : 1. Find a learning style that suits them. Second language learners sometimes create some words that they never heard. But learners must first adapt all the rules of English learning. practice makes perfect. These findings of Rubin & Thompson (1982) had inspired Naiman et al. All these are called strategies and strategies are important in learning language especially second language. By adapting all the strategies. motivation is very important in second Language learning. 10. Organize information about language. 13. Develop an awareness of language both as system and as communication 4. Secondly. 14. 3. Find their own way. 3. By listening carefully to the word. they can actually improve their pronunciation. not only on pronunciation but overall of English. 9. the teachers can penalize the students and have they recite a poem in front of the class for example. 2. developing a “feel” for the language by experimenting with its grammar and words. (1928 in Cock. 5. There are so many ways to rectify these pronunciation problems beside all the ways that have been stated above.