TEACHING ENGLISH SOUNDS IN SAUDI ARABIA: INDIVIDUAL SOUNDS VERSUS MINIMAL PAIRS

Abstract

Accurate pronunciation is crucial for second language acquisition, especially for Saudi learners of English. Despite its significance, the higher education system in Saudi Arabia lacks a standardised approach to teaching English pronunciation. This study addresses this gap by investigating the effectiveness of pedagogical techniques designed to improve the pronunciation skills of Saudi learners, focusing on the unfamiliar English sounds /p/, /tʃ/, /v/, and /dʒ/. This study aims to determine the most effective approach for teaching these sounds, comparing the use of minimal pairs with teaching the sounds individually, whilst also exploring the perspectives of both students and instructors. Employing a Switching Replications experimental design, systematically alternating treatment orders to enhance internal validity, this study includes 21 participants: 20 Saudi English as a Foreign Language (EFL) students, divided into a control and experimental group, and one instructor. The same instructor will then deliver a pre-test to each group to evaluate the initial sound and pronunciation recognition abilities of the participants and then a post-test to assess the students’ pronunciation production abilities. Additionally, both students and the instructor complete questionnaires to provide insights into teaching and learning effectiveness. The findings reveal that the minimal pairs approach significantly enhances sound production and recognition amongst Saudi EFL learners compared to the individual sounds approach. Both students and the instructor express a preference for the minimal pairs approach, citing its engaging and motivating qualities. Challenges are identified with the individual sounds approach, particularly students' difficulty in remembering correct pronunciations without context. This research makes a substantial contribution to optimising English pronunciation pedagogy in Saudi Arabia, with potential implications for effective communication and language acquisition. The findings recommend adopting the minimal pairs approach to improve sound recognition and production, while recognising the challenges associated with the individual sounds approach. Keywords: English phonemes, pronunciation pedagogy, Saudi learners, minimal pairs, individual phonemes, language acquisition.