Pronunciation Problems among Palestinian English Major Students in Hebron University

Farrah, Mohammed

doi:10.33806/ijaes2000.20.1.11

Cited by 7 publications

(9 citation statements)

References 12 publications

(41 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…English, as a foreign language, frequently interferes with Yemenis' native language, i.e., Arabic (Al-Hamzi et al, 2021;Bin Hadjah & Jupri, 2018). For instance, Arabic does not have /p/ (Al Abdey & Abdul-Rahman, 2021;Alwazna, 2020;Farrah & Halahlah, 2020;Siddig, 2022;Zoghbor, 2018). As a result, in some past studies, /p/ was produced as /b/ by Yemeni (e.g., Bin Hadjah & Hamzah, 2022;Hamzah & Bin Hadjah, n.d.) and other Arab learners of English (e.g., Farrah & Halahlah, 2020;Hamzah, Madbouly, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Arabic does not have /p/ (Al Abdey & Abdul-Rahman, 2021;Alwazna, 2020;Farrah & Halahlah, 2020;Siddig, 2022;Zoghbor, 2018). As a result, in some past studies, /p/ was produced as /b/ by Yemeni (e.g., Bin Hadjah & Hamzah, 2022;Hamzah & Bin Hadjah, n.d.) and other Arab learners of English (e.g., Farrah & Halahlah, 2020;Hamzah, Madbouly, et al, 2020). Several participants also wrongly produced /f/ instead of /v/ because Arabic lacks /v/ (Al Abdey & Abdul-Rahman, 2021;Alwazna, 2020;Farrah & Halahlah, 2020;Siddig, 2022;Zoghbor, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…As a result, in some past studies, /p/ was produced as /b/ by Yemeni (e.g., Bin Hadjah & Hamzah, 2022;Hamzah & Bin Hadjah, n.d.) and other Arab learners of English (e.g., Farrah & Halahlah, 2020;Hamzah, Madbouly, et al, 2020). Several participants also wrongly produced /f/ instead of /v/ because Arabic lacks /v/ (Al Abdey & Abdul-Rahman, 2021;Alwazna, 2020;Farrah & Halahlah, 2020;Siddig, 2022;Zoghbor, 2018). Such a result was revealed by some researchers (e.g., Ababneh, 2018;Al Mafalees, 2020;Bin Hadjah & Hamzah, 2022;Farrah & Halahlah, 2020;Hamzah & Bin Hadjah, n.d.).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Production and perception of English consonants by Yemeni EFL learners

Hadjah¹,

Hamzah

2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

Many previous studies on the perception-production correlation focused mainly on transcriptions and native English speaker evaluations for production accuracy assessments; only a few included acoustic measurements. The purpose of this study is to examine the production and perception of six English consonants by Yemeni EFL learners of English using an acoustic measurement of L2 production in order to better understand the link between production and perception. It has three objectives: (1) To investigate the extent to which word position influences the accuracy of Yemeni EFL learners’ production of the target consonants, (2) to examine the extent to which word position affects their perception, and (3) to examine the relationship between the overall production and perception of the investigated sounds. A quantitative research method was employed to collect data from six Yemeni EFL postgraduate students from Universiti Utara Malaysia (UUM). In the production tasks, the speakers were asked to produce seventy-two words with the target consonants three times in isolation (Experiment 1) and the other three times in a carrier sentence (Experiment 2). The researchers recorded the speakers’ productions with an iPhone and later evaluated them acoustically via Praat. In the perception test, an AXB experiment was conducted. The stimuli were read by a native male speaker of Australian English. The findings showed that word position significantly affected the production, yet not the perception of the target sounds. Moreover, an insignificant positive moderate correlation was revealed between the overall production and perception of the target consonants. Results have implications for L2 speech and pronunciation instruction and learning. Teachers may focus more on specific sound environments that lead learners to struggle while producing/perceiving particular English sounds.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Production and perception of English consonants by Yemeni EFL learners

Hadjah¹,

Hamzah

2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…It can be argued that pronunciation is one important language skill where the difference between native and non-native speakers' use of language is instantly palpable. Previous research has addressed topics like: pronunciation difficulties facing L2 learners (Farrah and Halahlah 2020;Simonet and Amengual 2020;Munro 2018;Thomson and Derwing 2015); cultural identity and pronunciation of EFL learners (Shabani and Alipoor 2017); pronunciation modelling of non-native speakers (Bouselmi et al 2012); and pronunciation preferences among native and non-native speakers of English (Lasagabaster and Sierra 2002). Owing to the importance of pronunciation, research on pronunciation-related L1 influence, which has for decades been rife and diversified, is still relevant today as it always has been.…”

Section: Introductionmentioning

confidence: 99%

Stress Misassignment in the Pronunciation of English by Arabic-speaking Learners: Erratic Practice or Crosslinguistic Influence?

Sa’di¹

2022

IJAES

View full text Add to dashboard Cite

The role of L1 interference in English stress assignment produced by Arabic-speaking EFL learners has received little research attention. This study aims to investigate whether faulty stress assignment by Arab learners is arbitrary or systematic. It also attempts to discover a linkage, if any, between Arabic phonotactic rules of stress placement and stress misplacement in English by Saudi learners. 120 learners from Prince Sattam bin Abdulaziz University were randomly chosen from 3 different levels of English proficiency (lower-intermediate, upper-intermediate, advanced); they were asked to pronounce 72 stimulus words that covered all morpho-syllabic word structures that the learners often mispronounced. The recordings were analysed using WASP spectrogram software and also by two independent raters. Results strongly indicated that crosslinguistic influence may have caused the learners to consistently a) place the stress on a specific syllable in a word even when this word has multiple stress assignments with a difference in meaning, b) stress the second item in a compound noun instead of the first, c) place the stress on the penultimate syllable of most polysyllabic words, d) place the stress on the second syllable of contracted negative auxiliary verbs , and e) misplace stress irrespective of their level of English proficiency.

show abstract

“…"A fundamental purpose of learning a foreign language is to be able to communicate in its oral and written forms, including reading its literature" (Vural, 2013, p.16). Palestinian students learn English as foreign language to keep up with the new world and to communicate effectively (Farrah & Halahlah, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Using Poetry in Developing English Vocabulary, Pronunciation and Motivation of EFL Palestinian Students

Farrah

AL-Bakri²

2022

View full text Add to dashboard Cite

This study aims at investigating the effectiveness of using poetry in developing English vocabulary, pronunciation and motivation of EFL Palestinian students. The researcher adopted the quantitative method to collect the required data. The researcher used a questionnaire for both students and teachers to examine their attitudes towards using poetry in the language classroom. The participants of the study were both teachers and students from Hebron. The sample of study consisted of 73 female Tenth grade students and 214 English language teachers. One school has been chosen to form the experimental group. The analysis of the post-test revealed that the experimental group has significantly outperformed the control group in both vocabulary and pronunciation competences when they read poetry. Likewise, the results of the questionnaires showed that both teachers and students have positive attitudes towards using poetry in the language classroom as a means for teaching English language. In short, poetry has positive effect on developing the English vocabulary, pronunciation and increasing students’ motivation.

show abstract

Pronunciation Problems among Palestinian English Major Students in Hebron University

Cited by 7 publications

References 12 publications

Production and perception of English consonants by Yemeni EFL learners

Production and perception of English consonants by Yemeni EFL learners

Stress Misassignment in the Pronunciation of English by Arabic-speaking Learners: Erratic Practice or Crosslinguistic Influence?

The Effectiveness of Using Poetry in Developing English Vocabulary, Pronunciation and Motivation of EFL Palestinian Students

Contact Info

Product

Resources

About