The purpose of this paper is to highlight the background fundamental of the errors, and the studies conducted in the field of error analysis and to explore the pronunciation errors which made by the third semester students of Languages and Translation Faculty, at Misrata in terms of consonants, vowels, and diphthongs and find out the reason of the students pronouncing the words in such a way. It also tries to help teachers and learners of English as a foreign language, to know about the most common errors made by the learners of English as a foreign language, and some very important issues of understanding the importance of correcting error in the process of acquiring a second language. The paper also deals with the number of errors that must be corrected, and at what stages the teacher must correct them and how the teacher can correct the error of the learner without frustration.
To achieve these elements the third-semester students of English and Translation department at Languages and Translation Faculty of Misrata University were interviewed, and given a number of English words, to explore their correct, and incorrect pronunciation. Those errors, are analyzed. Data was collected and analyzed with the guidance of phonemic transcription in the Cambridge English Pronouncing Dictionary.
Inhaltsverzeichnis (Table of Contents)
- Error correction
- Contrastive Analysis Hypotheses (CAH)
- The importance of pronunciation teaching
- Research Design
- Analyses
- Conclusion
- Suggestion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The paper aims to investigate the pronunciation errors of third-semester English and Translation students at Misrata University, exploring the root causes of these errors and suggesting strategies for improvement. The research analyzes pronunciation errors in consonants, vowels, and diphthongs, examining the role of contrastive analysis and error analysis in understanding these errors. This study also seeks to provide insights for both teachers and learners of English as a Foreign Language (EFL) on the importance of error correction and effective strategies for addressing common pronunciation challenges.
- Error analysis and its application to pronunciation errors
- The role of contrastive analysis in understanding pronunciation difficulties
- The importance of pronunciation teaching and its impact on communication
- Strategies for effective error correction in pronunciation
- The influence of L1 on L2 pronunciation
Zusammenfassung der Kapitel (Chapter Summaries)
- Error correction: This chapter discusses the significance of error correction in language learning, highlighting the importance of teachers understanding the errors learners make. It examines different theories and schools of thought in linguistics and language learning that focus on analyzing and correcting learner errors, specifically the behaviouristic school and the role of error analysis (EA) and contrastive analysis (CA). The chapter then introduces the specific focus of the research on analyzing unusual pronunciation errors and investigates the limitations of CA in explaining these errors.
- Contrastive Analysis Hypotheses (CAH): This chapter explores the history and development of contrastive analysis, emphasizing its importance in second language acquisition (SLA) during the 1960s and 1970s. It highlights the core principles of the behaviorist theories prevailing at the time, emphasizing the role of habit formation and the influence of L1 on L2 learning. The chapter then critically examines the limitations of CAH, particularly in explaining subtle differences between L1 and L2 structures and in addressing interlingual errors that stem from the target language itself.
- The importance of pronunciation teaching: This chapter emphasizes the crucial role of pronunciation in effective communication. It discusses the challenges of mispronunciation and its impact on understanding, highlighting the importance of addressing pronunciation errors in English Language Teaching (ELT). The chapter emphasizes the significant role of pronunciation in creating a positive impression and enhancing the confidence of learners. It also emphasizes that the goal should be to achieve a "listener-friendly" pronunciation, focusing on intelligibility rather than native-like pronunciation.
- Research Design: This chapter outlines the research methodology employed in the study. It explains that a qualitative method was used, analyzing pronunciation errors made by third-semester English department students at Languages and Translation Faculty. The chapter details the data collection process, which included recording students' pronunciation and analyzing their phonetic transcriptions. It describes the sample size and the specific students involved in the research.
Schlüsselwörter (Keywords)
The study focuses on the following keywords and key topics: contrastive analysis (CA), error analysis (EA), pronunciation errors, unusual pronunciation errors, English as a Foreign Language (EFL), second language acquisition (SLA), learner errors, phonetic transcription, and the importance of pronunciation teaching.
- Quote paper
- Abdalkareem A. Benmustafa (Author), 2019, Unusual pronunciation errors of English Department students. Reasons and solutions, Munich, GRIN Verlag, https://www.grin.com/document/469015
