Production and Perception Problems of English Dental Fricatives by Yoruba Speakers of English as a Second Language

Owolabi, Dare

doi:10.4304/tpls.2.6.1108-1113

Cited by 7 publications

(8 citation statements)

References 6 publications

(8 reference statements)

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“…Although consonants in the Papuan language are limited compared to other languages, Papuan EFL students have their own way of coping with difficulties and unrecognized sounds by replacing them with similar sounds that exist in their native sound inventory. Difficulties in dental fricatives create pronunciation variations (Owolabi, 2012). The cross-linguistic influence of producing sounds involves in this process.…”

Section: Discussionmentioning

confidence: 99%

Sound Production of English Dental Fricatives by Papuan EFL Students

Kafryawan,

Zulihi

2023

TELL

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This study aims to reveal to what extent Papuan EFL students correctly produce English dental fricatives and to find out what consonants substitute voiceless dental fricative /θ/ and voiced dental fricative /ð/ when misarticulation occurs. A descriptive analysis of 30 native Papuan EFL students was taken as the participants of the study. Data were collected by giving pronunciation tests and targets of either voiceless dental fricative /θ/ or voiced dental fricative /ð/ in an onset or coda syllable position. Correct sound production of English dental fricatives, both voiceless and voiced dental fricatives, by Papuan EFL students hardly found and almost unrecognized that only 12.0% of Papuan EFL students correctly pronounce voiceless dental fricative /θ/ and only 3.3% of Papuan EFL students correctly pronounce voiced dental fricative /ð/. It can be stated that the sound production of English dental fricatives lies in low-level production. Furthermore, Papuan EFL students mostly substitute voiceless dental fricative /θ/ with voiceless alveolar plosive /t/ indicated by 84.0% sound substitution. In other words, Papuan L1 speakers dominantly substitute the consonant /θ/ with the consonant /t/. Papuan EFL students frequently substitute voiced dental fricative /ð/ with both voiced alveolar plosive /d/ indicated by 51.6%, and voiceless alveolar plosive /t/ indicated by 43.3% substitution. Thus, Papuan L1 speakers primarily replace the consonant /ð/ with both consonant /d/ and /t/. The implications for the EFL teaching and learning process may assist Papuan EFL students in learning the correct pronunciation of English dental fricatives in order to improve their speaking proficiency

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Section: Discussionmentioning

confidence: 99%

Sound Production of English Dental Fricatives by Papuan EFL Students

Kafryawan,

Zulihi

2023

TELL

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“…Similarly, Turkish learners also encounter the same problems, they, however, substituted /t/ for /θ/ and /d/ for /ð/ [3]. Therefore, it could be said that the problem with dental fricative sound is not only encountered by Chinese learners but also by many learners from different L1 background such as Nigerian [45], Japanese [50], and Arabic learners [46,38] This may indicate that /θ/ and /ð/ may be acquired last by the L2 learners as these sounds are also acquired last even by English native speakers [19].…”

Section: A Learners Difficulties In Pronuncing Consonant Sounds (/θ/mentioning

confidence: 99%

“…A number of studies have discussed that /θ/ and /ð/ are problematic area in pronunciation which is encountered by many learners from different L1 background [44,3,45,46]. However, most of the researches above do not seem to provide the more practical concept to teach pronunciation focusing on addressing learners' problems in producing /θ/ and /ð/ [47].…”

Section: Dental Fricative Soundmentioning

confidence: 99%

Unlocking Learners’ Difficulties in Acquiring English Consonant Sounds ([ð] and [θ]) and the Implication for Teaching

Yolanda¹

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Nowadays English is used to communicate not only to the native speakers but also to the non-Native English users. Instead of acquiring native-like pronunciation, ability to pronounce English with received-pronunciation and at least being understood by other users, called as intelligibility, become a new goal of pronunciation instruction in the recent language teaching development. However, the best way to approach such intelligibility remains a debate among researchers. While some believed that teachers should focus on stress and intonation in pronunciation instruction, other view that focusing on individual sounds or segments is also crucial as these segments include as a system in speech production that can influence one to another. Furthermore, diagnosing learners' difficulties in acquiring English sounds seems to be one of essential actions to achieve the intelligible pronunciation. Thus, this study aimed to investigate learners' difficulties in pronouncing consonant sounds. This was a case study toward a Chinese English learner studying in an international class in the University of Aberdeen. By interviewing the subject that emphasized on exploring the way the consonant sounds, /θ/ and /ð, were pronounced, transcribing and analyzing the recording of interview, it has been found that these dental fricative sounds were problematic for the learner. Moreover, through a followed-up interview, it could be explained that these difficulties occurred was due to the different phonological system between learner's L1 and L2, the use of inappropriate teaching approach experienced by the learner, negative attitude toward English and the low motivation possessed. In addition, a number of teaching implications toward the findings was also been suggested such as using authentic pronunciation material and presenting the phonological sounds in a factual context, integrating pronunciation teaching with speaking and listening skill, providing corrective feedback, giving learners opportunity to do self-correction toward their pronunciation production.

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“…(3) Based on the phonological errors found, which of /s/, /z/, /ʃ,/ and /ʒ/ the students find difficult to pronounce? METHOD Adapting Owolabi's (Owolabi, 2012) and Metruk's (Metruk, 2017), forty (40) Indonesian undergraduate students registered on their sixth until final semester (8th or more) were recruited as the participants of this research. The undergraduate students in their year were chosen.…”

Section: Introductionmentioning

confidence: 99%

Exploring Pronunciation Challenges: Indonesian University Students' Production of English Fricative Sounds

Luthfianda,

Irawan,

Rahayu

et al. 2024

ERJEE

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This study investigated the production of English alveolar and post-alveolar fricatives by 40 Indonesian university students who are not majoring in English study. The research instruments were a questionnaire, which was used to obtain information about the participants, and a word list, which was comprised of 16 English words with alveolar and post-alveolar fricatives and 9 tricky words. The results revealed two main findings. The first was that most Indonesian non-English major university students who participated in this research were not proficient in producing voiced post-alveolar fricative /ʒ/ which resulted in the substitution of the sound with /z/, /s/, and /ʃ/. The participants, however, were quite great at producing the voiceless post-alveolar fricative /ʃ/ and had no difficulty in producing alveolar fricatives /s/ and /z/. The second was that the results indicated that the participants’ problems in pronouncing English fricatives were mainly attributed to native language interference, the absence of the target sound in the sound system of their native language, and limited knowledge of English phonetics. This research recommends that EFL teachers give a special portion of time to train their students to pronounce fricative sounds in English that do not exist in the students' native language and provide them with English sound phonetic knowledge. Both of these things are strongly believed to improve the students’ proficiency in English pronunciation.

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Production and Perception Problems of English Dental Fricatives by Yoruba Speakers of English as a Second Language

Cited by 7 publications

References 6 publications

Sound Production of English Dental Fricatives by Papuan EFL Students

Sound Production of English Dental Fricatives by Papuan EFL Students

Unlocking Learners’ Difficulties in Acquiring English Consonant Sounds ([ð] and [θ]) and the Implication for Teaching

Exploring Pronunciation Challenges: Indonesian University Students' Production of English Fricative Sounds

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