Phonetic and phonological challenges in the acquisition of Arabic consonants: Evidence from English-speaking learners of Arabic as a foreign language

Fatima Al-Shalabi

doi:10.29038/eejpl.2026.13.1.sha

Authors

Fatima Al-Shalabi Al-Fayha College, Saudi Arabia https://orcid.org/0009-0009-1576-4592

DOI:

https://doi.org/10.29038/eejpl.2026.13.1.sha

Keywords:

error analysis, phonological errors, English-speaking learners, Arabic as a foreign language, Arabic consonants, L1 interference

Abstract

This study aimed to explore the challenges encountered by non-native learners of Arabic in the area of consonants articulation. The participants of the study were seven female learners of AFL. They were asked to read a list of Arabic words containing the expected difficult sounds. The results of the study revealed that the impact of learners’ L1 is not the only factor responsible for committing errors in the articulation of Arabic consonants; the exposure to informal forms of language use played a significant role as the participants of this study were mainly exposed to the local dialect rather than the standard through the daily communications with Arabic native speakers in real-life situations. The results of the study also showed that the articulatory nature of some Arabic consonants was a challenge for AFL learners. The findings of the study have direct implications for language pedagogy, especially in designing instructional approaches that could help AFL learners overcome difficulties with unfamiliar Arabic consonants.

Disclosure Statement

The author reported no potential conflicts of interest.

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Author Biography

Fatima Al-Shalabi, Al-Fayha College, Saudi Arabia

Email: [email protected]

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