Pronunciation Error Analysis of Saudi EFL University Students: Types and Causes

Abstract

Pronunciation is a key skill that must be mastered by EFL Saudi university students. Adopting a contrastive analysis and errors analysis approach, the present study aims to a) analyse the types of segmental pronunciation errors committed by EFL Saudi female university students and b) explore the likely causes behind them. Since there is a great discrepancy between Arabic and English sound systems and syllable structure, it is hypothesized that students will struggle in pronouncing sounds that don’t exist in their native language. The data collection tools were a recoded pronunciation test to analyse students’ segmental pronunciation errors and semi-structured interviews to get teachers’ and students’ views on the main causes behind the errors observed in the recorded test. During the recorded pronunciation test, students were required to read aloud sentences that include words containing the target sounds. The generated data was thematically analysed and a classification of the errors and the main causes were obtained. The study findings confirmed the contrastive analysis hypothesis since students’ errors mainly occurred in sounds that are not existing in Arabic. Based on the interview responses, the main causes behind committing pronunciation errors are first language interference, students’ lack of exposure, low motivation and ineffective teaching strategies and teaching materials.