Abstract
This study is concerned with the morphophonemic changes as one of the most common processes in the English derivation and as a problematic area for English language learners. The study aims at investigating Iraqi college students' awareness in pronouncing the morphophonemic changes of words. To achieve this aim, the study adopts a diagnostic test of two questions. It was found that Iraqi university learners are unaware of the pronunciation of morphophonemic changes as the highest rate of their incorrect responses and the students are much unawareness at the production level than the recognition level. In the light of the results, certain recommendations and suggestions have been put for further studies.
Highlights
To learn any foreign language, learners must master its main areas, i.e., phonetics or phonology, morphology, grammar and vocabulary, and all its skills, i.e., listening, speaking, reading and writing
This section is to describe the set of the procedures followed in analyzing and discussing the data to arrive at certain concluding remarks. It starts with the analysis of the selected data to find out if the Iraqi EFL university learners are aware or not in the pronunciation of Mphchs
The total number and the incorrect responses are (2001, 66.7), respectively. It can be concluded from the results presented in the table above that most of the subjects are unaware in their pronunciation of Mphchs since the total number of their incorrect responses outweighs that of their correct ones
Summary
To learn any foreign language, learners must master its main areas, i.e., phonetics or phonology, morphology, grammar (syntax) and vocabulary (semantics), and all its skills, i.e., listening, speaking, reading and writing. Any sort of weakness during practicing any language, the learner commits errors especially in phonology, i.e., when the speaker utters or pronounces the word in another way that may be misunderstood by the hearer. 109) point out that there are good reasons for not neglecting pronunciation skill. They state that a good pronunciation makes one or the speaker understood; whereas a deviant pronunciation makes the message or a speaker is distinguished as a stranger or "as a nonnative abroad"; and the good "pronunciation is quite attractive as a learning objective".
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