Conduct a Literature Review

Literature Review

Introduction

The ability of a person to hear and produce sounds of the English language directly

depends on the first language of an individual. Many studies show that the English, as a second

language is affected by the phonemics of first language. Learners of second language are not able

to produce certain sounds that do not exist in their first language. Problems in pronouncing

consonants by Arab learners include the inability to produce the “th” sounds in words such as

this and thin, the confusion between /b/ and /p/, and the substitution of /f/ for /v/ and /g/ for /j/.

Arabs have difficulty in knowing the difference because there is no /p/ or /v/ or /j/ in Arabic.

Many Arabs say 'fan' instead of 'van’ and ‘bear’ instead of ‘pear’. There is no equal to

the/ch/phonemic stable found in 'cheddar', and it will in general articulate as/sh/phoneme. The

sound of /r/ is generally sheer in English and stronger in Arabic. Silent letters are often

pronounced, as in the ’S’ in 'island,' because there are no silent letters in Arabic. A group of

alphabets other than vowels is unusual in Arabic mainly those words that contain more than two

alphabets excluding any vowel. Therefore, persons who speak Arabic use a vowel between two

alphabets (consonants) i.e., they produce sound of spoon as sepoon , next as nekist, etc.

Each language is distinct from others. Languages have their own lingual system,

including semantic, grammar, morphology, phonetics, phonology and syntax. While learning a

second language, people face different difficulties as of their different backgrounds of first

language. English language contains, 20 vowels and 24 consonants which means a person should

be capable of to make 44 phonemes while learning English. In the Arabic language, there are

fewer phonemes than in the English language: there are 28 consonant phonemes and six vowel

phonemes. Thus, if sound system of learners’ first language does not include any of the 44
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English phonemes, then they may have difficulty pronouncing them accurately and will be

difficult to produce the sounds that their first language does not contain, such as /p/ and /v/ for

native Arabic speakers.

Reasons behind pronunciation errors

As stated by previous research, Arab learners of English can perform good level in

vocabulary or grammar, but not in communication or speaking in English because of their

pronunciation errors. Thus, it is significant to study the reasons behind such pronunciation

obstacles and try finding solutions to overcome the problem. Analysts and Polyglots have

indicated some etymological variables affecting learning the second language and may lead to

pronunciation errors like each language has different sound system than others, and first

language interference and how it influences spelling and pronunciation. People of different

environment learning English substitute sounds that are absent in their first language by the

sounds closely relate to them. Previous research demonstrated that such errors resulted from the

interference of the first language and confusion between some phonemes in both languages.

Abugohar&Yunus (2018) investigated the pronunciation errors encountered by EFL Arab

learners, causes of such pronunciation errors and suggested solutions. This study found that most

participants had problems in pronouncing English properly. The main reasons for such errors are

lack of role models, improper learning environment, differences between the phonologies of the

two languages and mother tongue interference. Learners have motivation to learn English

pronunciation through English communication practices and speaking in English during class

time.

Ahmad & Nazim (2014) investigated the major reasons of English pronunciation faults

done by the trainees of Saudi EFL and conclude that the lack of access to communicate with
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each other is due to mispronunciation which causes ineligibility of speech and misunderstanding

of information observed in many cases. The results showed that the main reasons behind faulty

pronunciation are the; absence of appropriate consideration towards showing English

articulation, absence of inspiration among the students towards learning elocution,, and the

students’ unawareness of the sound system of English. This study suggested that the trainers of

EFL and material originators must concentrate on showing the sound arrangement of English to

understudies to reduce problems of English pronunciation among Arab learners.

Hassan (2014) noted that the mispronunciation of /p/ and /b/ or /v/ and /f/ phonemes

resulted from the longtime practicing on their first language. Articulators of Arab learners are set

to pronounce foreign sounds such as /p/ and /v/ with the matching and closest letters which is /b/

and /f/. Arabs have difficulty differentiating between /p/ and /b/ phonemes. Since Arabic has

no /p/ sound, Arab speakers will often pronounce /p/ as /b/ like banda, bear or bolice. The

English words pencil often pronounced as bencil and Pepsi as bebsi (Jenkins, 2009).

Dajani & Omari (2013) explained the difficulties and obstacles encountered by foreign

language learners in its composed structure, sentence structure and syntactic examples.Historical

development and evolution of Arabic and English languages were discussed by comparing the

state of the Arabic language and the language families of Europe in the past, present and future.

Hameed & Aslam (2015) explored the English articulation issues looked by Saudi

students of English and conceivable healing arrangements were proposed. The investigation has

appeared by and large, error prompts ambiguity of discourse as well as distortion of the data

which considered an extraordinary obstruction in correspondence rehearses.

Kalaldeh (2016) covers some of the gaps in the pronunciation research by investigating

the two types of English pronunciation errors; segmental and stress-related made by Jordanian
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understudies at the college of Jordan, explicitly the generation of English consonants, vowels,

consonant bunches, and word pressure.The study showed that informants frequently confused the

following phonemes /p - ŋ - ɹ - ƚ/ with /b - nɡ - ɾ - l/ respectively. Furthermore, an epenthetic /ɛ/or

/ɪ/ is inserted in consonant clusters within words: /sɪkɾi:m/ for /skɹi:m/ or across words: /bɛst ɪ

fɾɛnd/ for /bɛst fɹɛnd/. Vowels in words: Kit/Dress was pronounced both as /e/. The schwa /ə/ is

greatly influenced by spelling.

Importance of teaching pronunciation

It is necessary to teach pronunciation because we want our students to speak an

intelligible language. Pronunciation isn't just about creating the correct sounds or focusing on the

correct syllables, it is additionally about helping understudies comprehend what they hear.

Teaching pronunciation is important to help learners notice the sounds, then, acquire and

produce them.

Pronunciation is a powerful tool for learners because it covers all four skills of language

learning: listening, speaking, reading and writing. It is considered physical learning whereas

learning grammar and vocabulary often taught cognitively.Pronunciation is important for

students to speak understandable English because understudies need to talk and comprehend

English, in actuality, to speak with both local speakers of English and speakers of different

dialects.

The objective of instructing articulation isn't to make students seem like local speakers of

English. An increasingly humble and reasonable objective is to empower students to outperform

the limit level with the goal that their articulation won't bring down their capacity to impart

(Kissling, 2014).
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Pronunciation helps in raising self-esteem and gives a sense of proficiency; sometimes

learners avoid pronunciation of some words in the second language because they knew their

difficulty for them (Gilakjani & Ahmadi, 2011).

Factors Affecting Pronunciation

According to researchers, there are several factors affect pronunciation such as Critical

Period, L1 interference,spelling, sound system, exposure to the target language, motivation,

andpersonality.

Critical Period

Several studies have been conducted about the critical period, which reported that second

language learners could not speak with a native-like pronunciation (Gilakjani& Ahmadi, 2011).

First Language interference

Hassan (2014) did a study about the error of certain sounds and the moving of specific

sounds with others; the accurate purposes behind such blunders are identified with the first

language impedance, sound framework contrasts between the local and the unknown dialect.

Substitution of sounds expected in the articulation of numerous Arab students of English; this is

on the grounds that understudies don't have such sounds in their first language. Hassan had a

nearby perception of Sudanese understudies befuddled the elocution of some English words that

have sounds that don't exist in Sudanese Spoken Arabic, e.g.,/p/in "experience", notwithstanding

having mistakes with certain consonants that don't exist in Sudanese Spoken Arabic, e.g.,/θ ð p

v/they supplant them with/s z b f/. They supplanted the bilabials (b and p) with one another.

They normally use/b/rather than/p/and in not many cases/p/rather than/b/.

Al-Saidat (2010) phonologically analyzed the English phonotactics of Arab students of

English as an unknown dialect to decide the kinds of articulation troubles they faced while
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learning English. The investigation featured the sorts of declusterization forms found in their

entomb language and the wellsprings of such blunders. This investigation exhibited that Arab

students of English unexpectedly embed a phonetic vowel at the beginning of some words. The

reason for this problem is the native language interference. To get over such problem, a new

approach of syllable structure is needed for teaching and learning a second language. Mother

tongue interference had a great influence in the pronunciation of some phonemes such as /p/

vs. /b/ and /v/ vs. /f/.

Spelling

Pronunciation can be influenced by spelling. When second language learners look at

words, they may guess the pronunciation according to the spelling that links to their previous

background on their first language. They often pronounce every letter.

In a Case Study of English Language Students at Sudan University of Science and

Technology, Hassan (2014) noted that Sudanese understudies had some trouble in the elocution

of certain words from a composed text. This issue is because of the distinction between the

spelling framework in English and Arabic. Middle Easterner students can without much of a

stretch articulate a word from a composed content just by taking a gander at it, as each letter

speaks to a sound in the Arabic language. The connection between the orthography and the

phonology is extremely simple to recognize. In addition, there is no quiet letter in the Arabic

language as it is found in English, while numerous words in English have letters, which are not

articulated. When second language learners look at words, they guessed the pronunciation

according to the spelling that links to their previous background on their first language (Hassan,

2014).
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Allaith & Joshi (2011) examined the influence of the phonological system of Arabic

making spell of English words by comparing the spelling capability of Arabic understudies and

English monolinguals on specific phonemes. The target phonemes are categorized in three types:

(1) The phonemes/p/ and /v/ which do not exist in Arabic, but do exist in English.

(2) The phoneme /b/ and /f/, which exist across both Arabic and English.

(3) The control phoneme pairs /d/ and /t/which exist across both languages.

The results showed no difference between the Arabic and English participants in

phonemes confusion, except for the phonemes /p/ and /v/ by Arabs. The study ascertained the

importance of phonology in spelling, as well as the impudence of the first language on the

second language.

Sound system

The sound system of Arabics and English are far apart which causes difficulty in learning

English for Arabs. The contrariety of the sound systems of Arabic and English are found as

barriers against ability in the pronunciation of English on the grounds that the organs of

discourse (articulators) of the student are not used to create such sounds and prompted the

utilization of the closest ones. Learners of the second language must change the methods for

utilizing the organs of discourse and hearing. Although, this is not easy to transform what a

learner has learned.Arab learners are not accustomed to pronouncing sounds that not found in

their native language.

Javed (2013) did a comparative study between the sound systems of Arabic and English.

A detailed explanation of the variations and similarities between the sound systems of Arabic

and English were reviewed to help people in pronouncing sounds properly.This research

discussed English consonants and vowels, as there are some consonants restricted to English and
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others restricted to Arabic. He gave information about classification of consonants and

description of speech sounds of both systems.

Hamad (2014) noted that Arabic and English languages are the most used languages in

the Arab worlds.The analysis of speech sound and the differences in articulation between English

and Arabic was investigated. He stated that Arabic language is a consonant language, but vowels

letters are more in English language. The study suggested those contrastive linguistic helps

understudies to understand English and Arabic language in a good technique by explaining the

difference between the phonetic and phonological vowel systems, no matter if this language is a

second or a foreign language.

Abu-Rabia (2002) stated that phonology influences perusing exactness just as perusing

cognizance, paying little mind to readinglevel, age, material and perusing conditions.The

phonology, morphology and sentence setting of Arabic are introduced in two proposed perusing

models for amateurs and talented Arabic perusers. Phonology, morphology and sentence setting

are viewed as key factors in clarifying the perusing procedure in Arabic orthography.

Ibrahim. & Al-Thamery(2005) examined both theoretical and practical aspects of word-

stress in Standard Arabic and analyzed some traditional rules in relation to generative phonology.

Exposure to the Target Language

Understudies' elocution learning is likewise influenced by the amount English they get an

opportunity to hear in their everyday lives (Gilakjani& Ahmadi, 2011). Students who live in an

English-talking nation where they continually encompassed by the language will be

progressively recognizable with the sounds than learners who live or came from a foreign

country because they try to imitate what they hear.

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Rababah (2003) noted that Arabic students of English experience issues in both talking

and composing. This reality has been obviously expressed by numerous researchers.The

understudies in Jordan, for instance, learn English in their local nation, where the local language

is Arabic. The best way to learn English in Jordan is through formal guidance, for example inside

the study hall where the language educators at school are local speakers of Arabic. There is little

chance to learn English through regular association in the objective language.

Inspiration

Students in any branch of knowledge will in general gain more ground in the event that

they need to learn. Learners have to be willing to do the practice because of their desire to reach

a goal such as getting a job, shopping, or making doctor’s appointments. We can give data and

numerous odds to rehearse, yet we don't have the ability to change our understudies' articulation

for them. They need to need to do it and be happy to take the necessary steps themselves.

Teachers can help inspire understudies by demonstrating to them how improving their elocution

will enable them to achieve their objectives.

Personality

No two individuals are similar. We each have our identity, gifts, qualities, and shortcomings;

these components can influence how individuals learn pronunciation. Confident understudies

may talk more and are happy to attempt new sounds, and the additional training may enable them

to improve their elocution. In any case, it isn't generally the situation, once in a while; certain

understudies may bounce ahead without focusing on the exactness of their articulation.

How to teach pronunciation?

First, learners need to hear the difference between the incorrect and the correct sound,

and then they need to learn how to produce the correct sound. Finally, they need to be able to
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Rababah (2003) noted that Middle Easterner students of English experience issues in both

talking and composing. This reality has been unmistakably expressed by numerous analysts. The

understudies in Jordan, for instance, learn English in their local nation, where the local language

is Arabic. The best way to learn English in Jordan is through formal guidance, for example inside

the homeroom where the language educators at school are local speakers of Arabic. There is little

chance to learn English through characteristic association in the objective language.

Inspiration

Pupils can achieve progress in any part of studies only if they are willing to understand it.

Learners have to be willing to do the practice because of their desire to reach a goal such as

getting a job, shopping, or making doctor’s appointments. We can give data and numerous odds

to rehearse, however we don't have the ability to change our understudies' elocution for them.

They need to need to do it and be happy to take every necessary step themselves. Instructors can

help spur understudies by demonstrating to them how improving their articulation will enable

them to achieve their objectives.

Personality

No two individuals are similar. We each have our identity, abilities, qualities, and shortcomings;

these components can influence how individuals learn elocution. Certain understudies may talk

more and are eager to attempt new sounds, and the additional training may enable them to

improve their articulation. Be that as it may, it isn't generally the situation, now and again; sure

understudies may bounce ahead without focusing on the exactness of their articulation.

How to teach pronunciation?

First, learners need to hear the difference between the incorrect and the correct sound,

and then they need to learn how to produce the correct sound. Finally, they need to be able to
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recognize when to make each sound. They must be more aware of the difference in meaning and

then try to pronounce them together. The muddled sounds purpose hindrances and limits to

viable correspondence among speakers (Ahmad, 2011). Teachers are in need to learn new

methods they must adapt their methods to fit students’ needs.

Strategies for teaching difficult Sounds

/p/ vs. /b/ and /v/ vs. /f/

Teachers can practice teaching using communicative activities, such as read aloud,

minimal pairs, and role play. Teachers must encourage students to be responsible for their

learning and work on their own by guiding students to develop strategies to practice the features

identified as problematic on their own, outside of the classroom such as Google applications

production training. The most effective strategies are the minimal pair drills, tongue twisters and

repetition techniques, which together may improve students’ learning outcomes.

Mu’in & Amelia (2017) investigated the impact of tongue twister method on articulation

competency of understudies with various learning styles. The examination has appeared there

was no noteworthy contrast in elocution between various gatherings with different learning style.

Although, tongue twister technique improved students’ pronunciation and provide joyful

learning environment that can encourages students learning.

The use of Minimal Pairs in teaching pronunciation

Minimal pair drills focus on highlighting two single sounds (phonemes) and contrast

them. The difference between minimal pairs is the sound, or the phoneme, not the spelling.

Teachers can look for appropriate minimal pairs, such as words that are the same except for one

different sound. They can help with teaching the target sounds that learners need to focus.
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Minimal Pairs help learners recognize the difference between words regarding their sounds and

meanings, which may lead to pronunciation mastery.

The use of technology in teaching Pronunciation

In 2014, a contextual analysis by Hassan E. expected to help Sudanese understudies of

English improve their elocution utilizing the cutting edge procedures and helps in learning the

language, e.g., web, sound guides, for example, (CDs, tapes, and TV). She proposed normally

tuning in to English sounds and words utilizing the innovation apparatuses which are extremely

valuable for rehearsing elocution, notwithstanding her proposals of utilizing a talking lexicon for

checking the right articulation of words. Audio aids and Google play store applications can be

used to help students in listening and practicing pronunciation. Students can use the recording

feature to listen to their sound production and receive scores.

Summary

Researchers and linguists pointed that first language interference has a clear influence on

second language learners’ pronunciation. They mentioned that the reason for the resulting errors

might be created by the differences between the two languages which are called native language

transfer errors. The /b/ and /p/ or /v/ and /f/ are allophones of a similar phoneme in Arabic, while

they are independent phonemes in English prompting words with various implications,e.g/. 'big'

and 'pig.' or ‘fan’ and ‘van’. English learning beginners will not be able to differentiate between

words they hear because of the confusing nature of English phonology, it is particularly

important to learn to think of English pronunciation regarding phonemes rather than letters of the

alphabet. Phonological mindfulness exercises is prescribed to help in featuring the contrasts

between consonantal phonemes and their phoneme combines particularly for Arabic students of

English to defeat their spelling blunders and articulation issues.

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REFERENCES

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.

Abu-Rabia, S. (2002). Reading in a root-based-morphology language: the case of Arabic.

Journal of Research in Reading, 25, 299-309.

Ahmad, J. (2011). Pronunciation problems among Saudi learners: A case study at the

preparatory year program. Language in India, 11, 22-36.

Ahmad, J., & Nazim, M. (2014). Saudi EFL learners views on English pronunciation.

Asian Journal of Studies and Social Studies, 2(2), 355-366.

Allaith, Z.A. and Joshi, R.M. (2011). Spelling performance of English consonants among

students whose first language is Arabic. Reading and Writing, 24(9), 1089-1110.

Al-Saidat, E.M. (2010).Phonological analysis of English phonotactics: A case study of Arab

learners of English. The Buckingham Journal of Language and Linguistics, 3, 121-134.

Dajani, B. A., & Omari, F. M. (2013). A Comparison between the Arabic and the English

language. Procedia - Social and Behavioral Sciences Journal, 82, 701-706.

Gilakjani, A., & Ahmadi, M. (2011). Why is pronunciation so difficult to learn? English 

Language Teaching 4(3), School of Educational Studies, University Saints Malaysia,

Malaysia. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1080742.pdf

Hamad, M. (2014). Contrastive linguistic English phonology vs. Arabic phonology.

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International Journal of Education and Practice, 2(4), 96-103.

Hameed, P., & Aslam, M. (2015). Pronunciation as a stumbling block for the Saudi English

learners: An analysis of the problems and some remedies.Theory and Practice Language

Studies, (5)8, 1578-1585. DOI: http://dx.doi.org/10.17507/tpls.0508.06.

Hassan, E. M. I. (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. Jacobs (review). Language 76(1), 209-210.

Ibrahim, M.A. & Al-Thamery, A.A. (2005). Word-Stress in Arabic: A phonological study from

a generative perspective lecturer. Journal of the College of Arts, University of Basrah, 38,

22-31.

Javed, F. (2013). Arabic and English phonetics: A comparative study. The Criterion an

International Journal in English, 4(4). 

Jenkins, S. (2009). /p/ versus /b/: A helpful tip for teachers of Arab learners. The IH Journal of

Education and Development, 27. Retrieved from  http://gonaturalenglish.com/gne-10-

learn-difference-b-p-english-pronunciation

Kalaldeh, R. (2016). English pronunciation errors by Jordanian university students. Arab World

English Journal, (7)2, 394-416.

Kissling, E. (2014). Phonetics instruction improves learners’ perception of L2 sounds. Language

Teaching Research, 19(3), 254-275. 

https://doi.org/10.1177/1362168814541735

Mu’in, F., Amrina, R., & Amelia, R. (2017). Tongue Twister, Students’ pronunciation ability,

and learning styles. Arab World English Journal, (8)4.

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DOI: https://dx.doi.org/10.24093/awej/vol8no4.25.

Rababah, G. (2003). Communication problems facing Arab learners of English: A personal

perspective. TEFL Web Journal, 2(1), 15-30.