Investigating The Difficulties In Pronunciation Facing Efl Students Secondary Schools In Djelfa As A Case Study

Résumé: Many learners the world are keen to know and understand English with proper pronunciation. English language pupils at Djelfa secondary schools are no exception.The present study discusses the problems faced in English pronunciation by learners whose first language is Algerian Spoken Arabic. In another word, the research attempts to find the problematic sounds and the factors that trigger them. The data collection instruments were a structured questionnaire for teachers and students. Statistically and descriptively, the data collected were analyzed. The preliminary results of this research show that Algerian English pupils have problems with the pronunciation of English vowels which have more than one way of pronunciation besides the consonant sound contrasts e.g. /d/ and /ð/, /t/ and /θ/, /b/ and /p/, /ʃ/ and /tʃ/. The results of this research have revealed that the factors that cause such problems are: mother tongue intervention, spelling effect, the discrepancy between the sound system of both languages, and English sound inconsistency.Based on these results, three essential factors were proposed for consideration: identifying and correcting pronunciation errors, learning by listening, and providing strong phonetics and phonology information to students.

Publié dans la revue: مقاربات