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Teaching and Learning Phonetics Obstacles in EFL Classrooms: Cihan University-Erbil

المصدر: مجلة جامعة جيهان أربيل للعلوم الإنسانية والاجتماعية
الناشر: جامعة جيهان أربيل
المؤلف الرئيسي: Abdulwahid, Huda Y. (Author)
المجلد/العدد: مج7, ع1
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2023
الصفحات: 22 - 28
ISSN: 2709-8648
رقم MD: 1431516
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, HumanIndex
مواضيع:
معوقات التدريس | علم الصوتيات | اللغة الإنجليزية | الجامعات العراقية
كلمات المؤلف المفتاحية:
Diphthongs | English as a Foreign Language | IBM-SPSS | Obstacles | Pronunciation
رابط المحتوى:

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المستخلص: This study aims at finding out the main obstacles lecturers face in teaching pronunciation. It also sheds light on the stumbling blocks in pronunciation faced by English as a Foreign Language freshmen students at the departments of English and Translation, faculty of Arts and Letters, Cihan University-Erbil. The students at both departments study Phonetics at first stage over two semesters, so they have encountered different problems. Besides, this study tries to shed light on the main reasons that lead to cause mispronunciation of some sounds. The instruments used to accomplish this study are mainly two; observation and distributing an unstructured open questionnaire for examining students on the transcription of monosyllabic and multisyllabic words. The freshmen are examined verbally and non-verbally on the consonants, short and long vowels, diphthongs, and triphthongs. Their answers have been analyzed following IMB-SPSS. The outcomes of this study reveal that some sounds are difficult to be taught due to their absence in the native language and the difficulty to deliver them to students. Moreover, it figures out that diphthongs, triphthongs, and two-symbol consonants are difficult for students to learn. Therefore, they commit a lot of mistakes in their pronunciation. Besides, some other factors contribute to the mispronunciation as mother tongue interference, demotivation, decontextualization, less-trained lecturers, and others.
ISSN: 2709-8648

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