Pronunciation is crucial in foreign language learning, aiding learners in both speech production and comprehension. However, EFL students often struggle with consonant and vowel pronunciation. This study investigates these pronunciation errors among first-year B.A. students at the University of Mustapha-Stambouli Mascara during the 2023-2024 academic year. Data were gathered from semi-structured interviews with seven teachers, a questionnaire answered by 101 English language students and 23 translation students, and a pronunciation test of 80 English words. The findings reveal difficulties with silent sounds and specific consonants such as [t], [ŋ], [z], [s], [ʒ], [tʃ], [θ], [ð], and [k], as well as vowels like [ʌ], [ə], [ʊə], [ɪə], [eə], [eɪə], and [əʊə]. Additionally, errors were found in long vowel pronunciations, including [i:], [ɔː], and [a:]. These difficulties stem from lack of practice, mother tongue interference, French language influence, and mismatched spelling and pronunciation. Demotivation, being taught by less qualified teachers in middle and high school, and challenging classroom environments also contribute. Although pronunciation is taught in phonetics courses, the study recommends incorporating technology and laboratory resources to improve pronunciation skills. It also suggests including phonetics in the translation curriculum, emphasizing the importance of speaking in language learning.

Authors:
Asmaa Kaddour-Trea, Mustapha Stambouli Mascara University, Algeria

About the Presenter(s)
Dr Asmaa Kaddour-Trea is an assistant professor at the Department of English Language and Literature at the University of Mustapha Stambouli- Mascara Algeria.

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