Abstract
تهدف الدراسة الحالية الى استقصاء الصعوبات التي يواجهها طلبة المرحلة الثانية لطلبة الكلية من العراقيين دارسي اللغة الإنكليزية لغة أجنبية عند تعلم الصيغ الصوتية الضعيفة .لذا تم تبني المنهج الوصفي التحليلي واعتماد ثلاثة أدوات من أجل جمع البيانات وعلى وجه الخصوص استبانة واختبارات تمييز وأنتاج لأجل تطبيقها على عينة الدراسة والتي تشمل طلبة قسم اللغة الإنكليزية للمرحلة الثانية في كلية اللغات والبالغة (80) طالب تم تقسيمهم الى (80) طالب كعينة أنتاج و(40) طالب كعينة تمييز . أظهرت النتائج بان لدى طلبة المرحلة الثانية لطلبة الكلية من العراقيين دارسي اللغة الإنكليزية لغة أجنبية صعوبة لتعلم الصيغ الضعيفة والتي يمكن عزوها الى صعوبة في الفهم او الأدراك للمقاطع الصوتية والنبرة . وعلاوة على ذلك ان خريجي اللغة الأنكليزية ليس لهم القدرة على تحديد عدد المقاطع ولا على التمييز ما بين فئات الكلمة المختلفة وينقصهم تحديد موضع النبرة وتخفيف صوت العلة .
Highlights
The current section is concerned with presentation of statement of the problem, aims of the study, questions of the study, hypotheses of the study, significance of the study, and limits of the study.2
The present study investigates the difficulties that faced second year students of English in learning weak forms because Iraqi second year students suffer a lot in term of using and transcribing weak forms in sentences
Collins and Mees ( 2003:139) on the other hand, state that weak forms belong to the closed class category of words that are called (( functional words )) which do not have a dictionary meaning the way content words have phonologically speaking,functional words undergo a set of modifications in natural speech . most functional words have two pronunciation forms a weak form and a strong one
Summary
1- Investigate Iraqi second year student performance in the area of English weak forms. 1- Second year students of English get confused when they count syllables mark stress and transcribe weak forms. 2- Second year students of English are exposed to drill and exercise on syllables , stress and weak forms. The study is limited to investigate the difficulties that encounter second year student of English in learning weak forms . Phonetic categories are generally defined using terms which have their origins in other subjects, such as anatomy, physiology and acoustics, consonant sounds, for example, are described with reference to anatomical place of articulation (as in dental, palatal, etc.), or to their physical structure (the frequency and amplitude characteristics of the sound waves). The other type of stress is sentence stress which refers to the emphasis placed on certain words within a sentence . , sentence stress is generally determined by whether a word is morphologically simple , compound or complex as well as it is determined by the grammatical category of a word whether the word is noun ,verb , adjective or adverb . , it is determined by the number of syllables each word by the number of syllables each word has and the phonological structure of those syllables ( Kelly , 2002: 131) consider the following examples What do you think / w'ɒt dəju ɵ': ŋk/
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