Phonological transfer and orthographic influence in the pronunciation of Saudi undergraduate EFL learners

Hassan Alqurashi

doi:10.29038/alq

Authors

Hassan Alqurashi University of Jeddah, Saudi Arabia https://orcid.org/0000-0002-5190-3088

DOI:

https://doi.org/10.29038/alq

Keywords:

phonological transfer, vowels, consonant clusters, pronunciation, spelling, Saudi EFL learners

Abstract

This study examines the influence of L1 phonological transfer and L2 orthography on the pronunciation of Saudi undergraduate EFL learners. Focusing on English vowels and consonant clusters, the study analysed the pronunciation of 20 EFL learners aged 18-22 through recorded reading tasks transcribed in IPA. The results revealed frequent substitution of English vowel phonemes absent in Arabic with closer L1 equivalents or spelling-driven alternatives. The results also showed that English initial and final consonant clusters posed challenges for Saudi EFL learners. They employed epenthesis and deletion strategies to simplify syllable structures containing difficult clusters. The study highlights the interplay between L1 interference and L2 orthography, showing the persistence of these pronunciation errors despite the efforts invested in formal education. The study also emphasises the importance of explicit instruction on problematic phonemes, gradual cluster training, raising awareness of spelling-pronunciation mismatches, and early intervention to improve intelligibility among Saudi and other Arab EFL learners.

Disclosure Statement

The author reported no potential conflicts of interest.

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Appendix

List of sentences used in data collection

1. At the end, one of my friends got a permission to leave at seven.

2. First, go there and then get the new clothes.

3. Open the door and you will see most of the people are busy with their phones.

4. Use the red pen to write on the screen near the window.

5. The singer in the blue shirt has stopped singing.

6. Only ten girls could learn the pronunciation of 'spleen', 'sprite' and 'splash'.

7. I am working to explain the use of these words.

8. I don’t need any different explanation.

9. I started to like going to the swimming pool.

10. I have read some texts about the homes of the poor people and how they are exploited.