Difficulties Encountered by Arab Students in Pronouncing English Correctly

Mohammed Abdulgalil Abugohar, Kamariah Yunus


Since spoken language is the most important channel of communication, it is supposed to be the first skill to master when learning a language. However, in English as a Foreign Language (EFL) context, learners encounter various problems limiting their abilities. One of the remarkable phenomena in English as a foreign language (EFL) learning is the inability of most students to utter English correctly and fluently. The present study investigates the difficulties that hamper high school students from pronouncing English vocabulary and simple sentences correctly and fluently. This research was carried out in an attempt to assess the English course outcomes that were reflected in learners disabilities of correct and fluent English pronunciation. The data were collected through surveying second-year high school students’ responses to two instruments. A questionnaire was addressed to a sample of 100 Saudi male students from 4 secondary schools, and semi-structured interviews with 5 students from the population were conducted to provide deeper diagnosis regarding problems of English pronunciation. In order to provide further details about the subject studied, analyses of the syllabi are presented. The study recommends remedial pronunciation activities, practice of confusing words, and phonics practices throughout the course.


Difficulties, Obstacles, Arab students, Pronunciation

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DOI: https://doi.org/10.7575/aiac.ijels.v.6n.4p.93


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