pronounciation problems in KSA

[BOoBOo 90]

بسم الله الرحمن الرحيم

السلام عليكم

طبعا يشرفني انه تكون هاذي اول مشاركه لي في هذا المنتدى الجميييل والمفيد

انا عندي بحث تخرجي هذا الصيف عن اللغويات عامه والفونتكس خاصه

وموضوعي عن pronounciation problems that saudi learners have

واتمنى اي احد يقدر يفديني باي حاجه عن هذا الموضوع لايبخل علينا تكفووووون المده قليله فقط اسبوعين لازم انهي البحث لانه ترم صيفي

يعني عن علاقة الموضوع بحقله وعن المراجع المناسبه وعن طريقة عمل الفهرس على نفس الموضوع


وجزاكم الله الف خير

[Petunia]

وعليكم السلام ورحمة الله وبركاته

this case study will hlep you, it's about
Pronunciation Problems among Saudi Learners: by:Jalal Ahmed

http://www.languageinindia.com/july2011/jalalsaudilearnersfinalpaid.pdf

[Petunia]

اختي بالنسبه لعمل الفهرس في انواع من الفورمات خاصه لعمل الدراسات النظريه . التطبيقيه .او غيرها

فمادري اذا عندك بالمقرر تستخدمي نظام البحث بطريقه MLA او لا

عموما اذا كان نفس النظام تلاقي هنابالمرفق نموذج لفهرس المراجع

من دراستي هذا الترم بطريقه MLA style

والافضل تستشيري السوبرفايزر تبعك:) والله يوفقك

[E-courses]

موضوع جميل ولكن برأيي الشخصي لو تحدد المشكلة اكثر فالموضوع جدا جدا واسع والله اعلم

[M.o_o.N]

السلام عليكم ورحمة الله و بركاتة

thanks alot Petunia

الحقيقة موضوع الاخطاء اللغوية و النطق عند المتعلمين في المملكة موضوع جميل لكن كما قال الاستاذ - فالموضوع متشعب - لكن ان كنا سنأخذة بشكل عام و بدون تفاصيل كثيرة عندي هنا القليل من المقالات التي تهمك::

many Arabs who learn English have a problem distinguishing (p) and (b), many of them pronounce all as "b".
Also, to start letter by letter,
A: [ei], mispronounced by many Arab learners as long [e] (great, for example, mispronounced as gret with a long e).
L: Well, I can't explain this!!!! But most Arabs mispronounce it, (the tongue touches the tip of the teeth so it doesn't appear "deep" enough, perhaps!!)
O: The same issue as "A", so there is no difference between the O's in draw and go for instance.
R: Many Arab learners roll the R, so it appears closer to Spanish R.
T: Well, not sure if it's a "pronunciation problem", but many Arab learners don't distinguish the T's in "Tongue" and "whatever". And it's pronounced a bit differently than English.
TH: This one is related to the Arabic letters ث, ذ,… which many Arabs mispronounce them as س, ز…
ng: as in sing, doing: many Arab learners pronounce the G clearly with a kind of stress…




Arabic-speakers have a problem with the English [r] (ours is more of a "tap," and certainly closer to the Spanish version). It's not always that we can't pronounce it the English way, but I think even people who are able to prefer not to, especially if it is just an English word embedded in an Arabic conversation.

Aside from that, it depends, as you'd expect, on your particular dialect:

A curious case for me is [l]. In some dialects (namely, the big family that includes Arabia, the Gulf coasts, and Iraq), the [l] can occur in an "emphatic" (?) manner, much like it would in American English. This can lead some speakers to pronounce all their English "L's" in that manner, even when a native speaker would not do so. People from other Arabic countries can have trouble with this sound and pronounce the "L" in the same way as in MSA (which I suppose resembles a French "L").

Dialects that don't include the "ch" sounds (basically, everywhere other than Iraq and the Gulf coasts), will often pronounce it as "sh."

People who speak urban dialects will have trouble with the interdentals ("th" becomes "s" or "z", or maybe "t"/"d" for some speakers), while people who speak "bedouin"-based dialects will not have that problem.

Finally -- and I think this is one of the toughest for Arabic-speakers to handle -- there is the [t] in words like "water" and "potato," especially if attempting an American pronunciation.

Personally, I still find difficulty pronouncing words where "l", "t", and "r" occur in close proximity, especially the word "literally."



- Some diphthongs that exist in MSA are changed in the same way it is changed to colloquial, a common example is the "ai" sound in some English words such as operation, it becomes opereition in the same way 3ain in MSA becomes 3ein in colloquial.

- consecutive constants: if you have more than two consecutive constants without a vowel between them they tend to add either a vowel (mostly a kasra) or a stress to be able to pronounce it since in Arabic you can not have more than two. An example would be children, which becomes chilidren or childerin by adding a kasra to the L.

- words that begin with two consecutive constants: they tend to add hamzat waSl to it in the same way there is hamzat waSl in Arabic words starting with حرف ساكن such as استعمل وابن. An example would be blue, that becomes iblue (although I once heard someone say bilue, by adding a kasra instead of hamzat waSl ).

[BOoBOo 90]

السلام عليكم اخترت بعض من الاصوات الي اغلب السعوديين يغلطون فيها مثل نطق حرف r و v و p, و بعض من الvowels بس المشكله كيف تكون الطريقه في طرح الموضوع

مثل ماقالت الاخت petunia انا استخدم طريقة MLA

شكرا لكم

[Petunia]

my pleasure dear moon

you too, I'd like to say thank you a lot and E-courses as well




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BoOoBoOo90

this is the answer for your question

Analyzing the pronunciation errors experienced by five Saudi learners of English as a second language, Binturki (2008) investigates the difficulties in producing the voiceless bilabial stop /p/, the voiced labiodental fricative /v/ , and the alveolar approximant // especially what word environments are most difficult for participants. His results show that participants have difficulty with the three-targeted consonants, but the greatest is with /v/. The study also finds that difficulty is closely related to certain word positions, so all the three sounds are used more accurately when occurring
in word initial position than in word final position.

A similar study was carried out by Altaha (1995). He
investigates the problems Saudi Arabian students encountered when learning English pronunciation. The participants in his study started learning English at age 13 and never left their native country to acquire English. He collected the data by recording and analyzing the spoken English of the participants in different conditions and situations. Regarding consonants, he finds that the participants have problems with some pairs of consonant sounds (i.e. /ʧ/ and /ʃ/ as in chair and share; /v/ and /f/ as in van and fan; /p/ and /b/ as in pat and bat); consonant clusters (i.e. .grandfather often mispronounced *grandifather); consonant doubling (i.e. allow often mispronounced *al-low

source

http://www.bjll.org/index.php/bjll/article/viewArticle/26/59

[M.o_o.N]

Petunia


I don't know what to say

Allah may bless you my dear sister

[ساآمـو]

شكراً لك على هذه الكلمات الرائعة

[almester]

Really it is a difficlt topi
but try to saerch with correct words to reach what you want

All what I can do is to give you some suggestion for the problem

HERE THEY WRE
ARE YOU READY
R
R
R

Suggestions:

o Awareness is the first step of learning. Teachers should make learners aware of the importance of English pronunciation within English language learning programmes, as well as in English language communication.
o While teaching pronunciation in the classroom, the teacher should be conscious about the students’ needs. The students may have different competency levels such as learning speed and styles. The teacher should give proper attention to the students and their special needs and problems. The teacher should also conduct a students’ needs analysis regarding pronunciation. According to the needs of the learners, the teacher should develop some appropriate materials and strategies to present in the class to reduce the learners’ problem(s).
o Unfamiliar sounds -- which do not exist in the learners’ mother tongue -- should be identified and given special attention.
o There should be a systematic practice of IPA symbols.
o Oral communication classes should be encouraged in English teaching program.
o The students should be asked to read aloud the text with the support of recorded materials or with the teacher’s support. If the student commits any mistakes while reading aloud, the teacher should correct and practice it several times.
o The students should be given situational dialogues which will improve their confidence, while at the same time motivating the students to learn to speak correctly.
o The students should be given enough instructions or opportunities to learn pronunciation within English language courses. [/LEFT][/CENTER][/CENTER][/CENTER]

[almester]

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