English Phonology Research Articles

Difficulties in the Pronunciation of English Vowel Sounds in Sixth Grade Spanish-Speaking Students in Barranquilla, Colombia

Objective: This study analyzes the difficulties in pronouncing specific English vowel sounds(/ɪ/, /ʌ/, /ʊ/, /ə/) among sixth-grade students at Nazareth Olaya School in Barranquilla, Colombia. Methodology: Using a mixed-methods approach with a case study design, the research involved a non-probability sample of six students. Data collection instruments included participant observation, interviews, analysis of audiovisual material, and surveys.Results: Persistent articulation problems were revealed, mainly due to differences between the Spanish and English vowel systems. Common error patterns were identified, such as confusion between similar sounds and the substitution of English phonemes for their Spanish counterparts. In addition, unclear articulation of certain vowels was observed, which negatively affects students' communicative competence in English.Conclusions: The study highlights the lack of specific pedagogical intervention to address these problems, which contributes to their persistence throughout the learning process. Phonetic barriers and the absence of specialized teaching resources in the classroomfurther exacerbate the problem.

L2 English pronunciation instruction: techniques that increase expiratory drive through enhanced use of the abdominal muscles, and transfer of learning

Abstract Research by this author has indicated that instruction of techniques that increase expiratory drive through enhanced activity of the abdominal muscles can benefit Chinese speakers’ English phoneme pronunciation. One of these two techniques, referred to as the measured contraction technique (MCT), involves sustained contraction of the abdominal muscles aimed at maintaining the length of long vowels/diphthongs. The other technique, referred to as the sharp contraction technique (SCT), involves a burst of muscular effort designed to help enhance production of voiced consonants. In that earlier research, the learners were taught the techniques specifically for their production of the long vowel/diphthong sounds /i:/, /u:/ and /eɪ/, and voiced fricative consonants /z/, /ð/, /v/ and /ʒ/, sounds which typically challenge Chinese speakers. The data for that research was gathered through a reading-aloud test (pre-test through to delayed post-test), and in this current study that test data was further analyzed to see whether the benefits from the techniques transferred to other, typically problematic sounds for these learners: those being various other long vowels/diphthongs, and also syllable-final voiced consonants. The study concluded there was some transfer of learning, particularly for the MCT, somewhat supporting the value of the techniques. The results could be largely explained through transfer of learning theory, which was used to frame the study, and implications of the study are discussed for L2 pronunciation instruction.

Production of American English consonants /v/ and /w/ by Hindi speakers of English

Abstract Previous research revealed that Hindi speakers identify American English (AE) phonemes /v/ and /w/ with only chance accuracy. Building on these findings, this study explored the production of AE /v/ and /w/ by Hindi speakers, utilizing both acoustic analysis of second formant (F2) onset and AE listeners’ ratings. Participants included two groups of Hindi-English bilinguals, one residing in the US for more than 5 years, one residing in India, and a group of monolingual AE speakers. Results indicated significant differences in F2 onset between AE speakers and Hindi groups, with AE speakers differentiating the consonants more than the Hindi speakers did. The F2 onset of the Hindi speakers who had resided in the US differed from the F2 onsets produced by those with no AE immersion experience in certain conditions only. AE listeners rated only a few productions from Hindi speakers as accurate representations of AE /v/ and /w/. AE /v/-/w/ is difficult for Hindi speakers to produce contrastively, even for those who have resided in the US for several years.

Mastering English Diphthongs: Phonological Challenges and Patterns Among Sikka Students in Yogyakarta

This study explores the pronunciation of English diphthongs by Sikka students in Yogyakarta, focusing on the phonological challenges and patterns that emerge. The researcher used descriptive qualitative by employing interviews and observations. The participants were ten Sikka students aged 19-34 with varying English learning backgrounds. The researcher asked students to read a text that had diphthongs and compared students' English diphthong pronunciation with the Oxford Dictionary (1995) and Longman Dictionary (2008). The findings show that despite the duration of English language exposure, the participants had difficulties pronouncing English diphthongs correctly. The text contained eight diphthongs, which were included in nineteen words. The data demonstrate that most participants incorrectly pronounced eleven words, which were included in six diphthongs, whilst simultaneously pronouncing eight words, which were included in eight diphthongs, correctly. Analysis indicates that the mispronunciations stem from factors such as the absence of similar diphthongs in the Sikka language, unfamiliarity with English phonology, limited practice, and a lack of focus on diphthongs during language learning. The research addresses a gap in current literature by exploring the impact of the Sikka language, a prevalent local language, on English pronunciation.

Dive into English Phonology: Foundational concepts and teaching strategies for novice EFL learners

Mastering English phonology is essential for second language acquisition, as it influences pronunciation accuracy, listening comprehension, and communicative competence. However, beginner English as a Foreign Language (EFL) learners often encounter difficulties due to the complexity of phonological theories and irregular spelling-to-sound correspondences. This study presents a systematic literature review, guided by the PRISMA framework, to examine key challenges and effective teaching strategies in English phonology instruction for beginners. A comprehensive search of Google Scholar and CrossRef databases identified 1,037 records published between 2019 and 2024. After screening and quality appraisal, 25 high-quality studies were included in the synthesis. Findings indicate that articulatory phonology, though theoretically robust, is impractical for classroom application due to its dependence on computational models and language-specific data. Additionally, inconsistencies between English spelling and pronunciation frequently lead to learner errors and reduced confidence. While students improve in recognizing phonetic symbols, current instructional methods often lack interactive, practice-based approaches. The review highlights the need to simplify complex phonological concepts and adopt learner-centered, communicative pedagogies. These insights offer valuable guidance for enhancing phonological competence and communicative effectiveness among novice EFL learners, addressing an important gap in current phonology instruction literature.

A Pilot Study on Phonological Features and Pronunciation Difficulties of Junior High School Students in China

Because English's sound system differs from that of non-native speakers' home languages, learning English phonetics can take time and effort. This study focuses on the challenges junior high school students in China face while studying English phonetics. The study aims to pinpoint the English phonemes these students have trouble pronouncing and the common phonological traits of English that these students share. The research design is exploratory and qualitative, and the sample of 20 students was chosen via convenience sampling. Data collection was placed during regular class hours at two junior high schools in China using a phonological evaluation exam. The test evaluated students' proficiency in pronouncing particular English phonemes and examined the phonological aspects of their pronunciation. The study discovered that due to variations between the Chinese and English sound systems, specific phonemes, including /r/, /l/, /ŋ/, /θ/, /ð/, ʃ/, /tʃ/ /h/, /v/, and/w/, are difficult for Chinese students to pronounce. The distinctions between the Chinese and English sound systems are to blame for the difficulty pronouncing these phonemes. For instance, Chinese pupils find it challenging to differentiate and pronounce the English phonemes /r/ and /l/ since they do not exist in Chinese. The same holds for phonemes like /ʃ/ and /tʃ/, which are absent from Chinese. The study suggests including English phonetics instruction in language learning to overcome these challenges. It can also be beneficial to provide children with many opportunities to practice the desired sounds and use visual aids to emphasize the differences between English and Chinese phonemes. Students can better understand the variations between English and Chinese sounds by using visual aids such as diagrams that demonstrate the mouth and tongue locations when pronouncing particular phonemes.

Blended Phonetic Training with HVPT Features for EFL Children: Effects on L2 Perception and Listening Comprehension

Despite being fundamental for speech processing, L2 perceptual training often lacks attention in L2 classrooms, especially among English as Foreign Language (EFL) learners navigating complex English phonology. The current study investigates the impact of the blended phonetic training program incorporating HVPT features on enhancing L2 perception and listening comprehension skills in Korean elementary EFL learners. Fifty-seven learners, aged 11 to 12 years, participated in a four-week intervention program. They were trained on 13 challenging consonant phonemes for Korean learners, using multimedia tools for practice. Pre- and posttests assessed L2 perception and listening comprehension. They are grouped into three proficiency levels based on listening comprehension tests. The results showed significant improvements in L2 perception (p = 0.01) with small and in listening comprehension (p < 0.001) with small-to-medium effects. The lower proficiency students demonstrated the largest gains. The correlation between L2 perception and listening comprehension was observed both in pre- (r = 0.427 **) and posttests (r = 0.479 ***). Findings underscore the importance of integrating explicit phonetic instruction with HVPT to enhance L2 listening skills among EFL learners.

Verifying the Phonological Permeability Hypothesis L3 Frenchs Regressive Impact on L2 English Aspirated Consonants

The provided study explores the impact of third language (L3) French acquisition on second language (L2) English pronunciation among native Chinese speakers, focusing on the influence of French on the articulation of aspirated consonants /p/, /t/, and /k/. Specifically, the research examines how learning French affects the voice onset time (VOT) of English voiceless plosives, thereby testing the Phonological Permeability Hypothesis (PPH). Voice onset time, a critical parameter in distinguishing voicing, was measured among 33 Chinese university students majoring in English, each with varying durations of French study. Findings reveal a significant reduction in VOT for English aspirated consonants as participants' French proficiency improved, particularly during the first two years of learning French, which saw the most substantial regression effect. This decline in VOT suggests that as learners develop proficiency in French, there is an observable influence of L3 French on their L2 English phonology, with effects stabilizing over time. The study provides empirical evidence supporting the PPH, highlighting a complex, dynamic interaction between multiple languages in multilingual learners. By shedding light on cross-linguistic phonological influence, this research contributes to the understanding of how L3 acquisition can influence previously acquired L2 sounds, emphasizing the permeability and adaptability of the multilingual phonological system.

Common mistakes in pronouncing silent letters for English education students

Mispronunciation of silent letters remains a persistent challenge for English Education students due to the irregularities and complexities of English phonology, often leading to confusion and communication difficulties. This study aims to examine common mistakes in pronouncing silent letters among English Education students and to identify which silent letters are most problematic. Using a quantitative approach, a pronunciation test was conducted with 50 students at Islamic Private University in Semarang, Indonesia. Participants were asked to read sentences containing silent letters, and the resulting data were analyzed to identify mispronunciations and calculate their frequency and percentage. The results revealed that the silent letter “l” was the most frequently mispronounced (23.00%), while “u” had the lowest mistake rate (1.60%). These findings highlight the varying levels of difficulty posed by different silent letters, suggesting that pronunciation instruction should prioritize those with higher mistake rates to enhance students’ accuracy and overall proficiency.

English Communication Challenges among Indonesian Entrepreneurs: A Sociolinguistic Case Study

This research examines how Indonesian entrepreneurs use English, focusing on grammar, pronunciation, and vocabulary. As language plays a key role in communication, non-native speakers often adjust their speech based on their native language. This study employs a qualitative descriptive method, analyzing recorded interviews with 10 Indonesian entrepreneurs from diverse business sectors, including retail, services, and small-scale manufacturing. The findings reveal common grammatical errors, such as omitting plural markers (-s/-es), auxiliary verbs, and definite articles, which stem from structural differences between English and Indonesian. Pronunciation challenges include substituting the /v/ sound with /f/ and mispronouncing certain English phonemes. Additionally, vocabulary issues arise from direct translations from Indonesian, resulting in unnatural expressions. Entrepreneurs also engage in code-switching, switching between English and Indonesian to emphasize key ideas, express emotions, and navigate complex conversations. These patterns demonstrate the influence of the Indonesian language on English usage, emphasizing the need for targeted language training in grammar, pronunciation, and vocabulary. By addressing these challenges, educators and trainers can develop tailored strategies to help Indonesian entrepreneurs improve their English communication skills, enhancing their business interactions and opportunities in global markets.

Cross-Linguistic Influence: Pashto Speakers Learning English Phonology, Grammar, and Vocabulary

This research investigates the influence of Pashto as a mother tongue on the acquisition of English as a second language among Pashto-speaking learners. A wide-scale investigation of several dimensions across phonology grammar and lexicon demonstrates both inhibiting and facilitating elements in Pashto native speakers acquiring English. Phonological investigations at the initial level focus on listening patterns in Pashto that affect speakers’ pronunciation of English. Grammatical transfer in English language learning focuses on tracing Pashto language structures that influence learners’ construction of English statements. This research investigates how Pashto vocabulary functions as an educational resource to support English learning while also investigating its potential as linguistic obstacles which block effective English mastery. This research combines mixed methods for investigation using qualitative and quantitative data collection practices to analyze linguistic phenomena thoroughly. Research outcomes will enable educational practitioners to create specific teaching strategies for Pashto speakers learning English by identifying specific linguistic intersections and patterns. The main purpose of this examination tries to advance comprehension of system learning procedures which generate cross-linguistic influence effects. The research outcomes create a valuable starting point for delivering practical support to educators and linguists and curriculum developers who work in multilingual learner language instruction.

Holographic Mobile Applications for English Pronunciation Practice: A Study with Spanish-Speaking Children

This study investigates the impact of a holographic mobile application on improving English pronunciation among Spanish-speaking children. Utilizing a quasi-experimental design, 60 students aged 8–10 were divided into experimental and control groups. The experimental group engaged with a holographic application that projected three-dimensional visualizations of mouth movements, while the control group received traditional pronunciation instruction. After an 8-week intervention, results showed that the experimental group achieved significantly higher gains in pronunciation accuracy, particularly with difficult English phonemes such as /θ/, /ð/, and /v/. Qualitative feedback revealed enhanced learner motivation, increased engagement, and reduced pronunciation anxiety among those using the holographic tool. These findings suggest that holographic mobile applications offer an effective, immersive alternative to conventional methods, especially in supporting young learners facing phonological challenges. The study highlights the potential for integrating emerging technologies into second language acquisition programs and recommends further research on long-term impacts and scalability across diverse learning contexts.

Cognizance of Applied Linguistics: Phonology, Lexicoalogy, Morphology, & Syntaxology

As the editorial team of Journal of Education Innovation and Language Teaching (JEILT), we have admired Dr. Than Chhorn, who is an author of the book “Cognizance of Applied Linguistics: English phonology, Lexicology, Morphology, and Syntaxology.” This book is a guideline that helps educator, trainers, teachers, students, or scholars understand how to analyze and apply the phonology, lexicology, morphology, and syntaxology in their language studies. Students, who pursue the undergraduate and graduade programs, are required to develop the professional subjects. By developing the professional subject, it is needed for learners while schooling at the universities, college, or institutes. Expressly, unsdertanding how to apply and synthesize the phonology, lexicology, morphology, and syntaxology is a challenge for the undergraduate and graduate students. Addressing this issue is important because the students need to be the 21st century learners. This meant that the 21st century learners are required to be proficient in using English language. As part of a major intitiative to address in cognizance of applied linguistics, Dr. Than is an educator, specializing in foreign linguistics and applied linguistics. He has experienced in researching linguistics and applied linguistics. Therefore, this textbook forms a valuable addition to existing body of knowlwdge in linguistics and applied linguistics. Indeed, it is intended for educators, trainers, teacher, students and scholars in inreaching the goals of language developments.

Phonological Adaptation Of English Loanwords In Hindko: Analyzing Socio-Linguistic Influences In Hazro

This study examines the phonological adaptation of English loanwords in Hindko, focusing on how socio-economic factors, education, and media exposure influence their pronunciation. A mixed-methods approach was used, combining semi-structured interviews, surveys, and phonological analysis. The results show that phonological adaptations of loanwords vary with education and exposure to English. Highly educated participants retain more original English pronunciation, while those with lower education levels exhibit more adaptations. Urban speakers, with greater media exposure, preserve English phonology, while rural speakers make more modifications. Additionally, younger generations show less adaptation compared to older ones, indicating a shift in language practices. The study highlights the complex relationship between socio-economic factors and language change, emphasizing the need for better language education and standardized media pronunciations. It suggests further research into multilingualism and the impact of language contact in evolving linguistic landscapes.

Musical Aptitude and Phonemic Processing of English as L2 by Arabic Speakers

It is suggested that there is a connection between musical aptitude and the ability to process phonemes in a second language (L2) through acoustic processing. Previous research indicates that musical ability might aid in the processing of L2 vowel sounds, while findings regarding musical ability and L2 consonant processing are inconsistent. While some argue that musical aptitude can facilitate the processing of consonant phonemes, others contend that there is no correlation between musical ability and consonant phonemic processing. To address this issue, the present study examined whether the musical aptitude of Arabic speakers is closely linked to their processing of L2 English consonant phonemes, focusing on two English consonant phonemes absent in Arabic. Results indicated a strong correlation between Arabic speakers’ musical aptitude and their accuracy in processing of English consonant phonemes. These findings suggest that individuals with better musical skills among Arabic speakers are more adept at perceiving English phonemes that do not exist in Arabic. These results have implications for the potential use of music as a pedagogical tool in L2 classrooms.

Intelligibility of the English Spoken by Ibbi Yemenis to Indians: A phonetic study

This article aims to investigate the intelligibility of the English spoken by Ibbi Yemenis to Indians. It provides an empirical account on the intelligibility of the English spoken by five Yemeni speakers from Ibb city, Yemen to ten Indian listeners both from south and north India. The study corpus consisted of 67 words read by the speakers and played back to the listeners. These words were recorded by an apple iPhone 5 voice memos recorder model A1428. Data analysis was both quantitative and qualitative. The study findings showed that the influence of Yemeni Arabic dialect impeded the correct pronunciation of specific English phonemes in the speaker’s speech samples, thereby hindering the international intelligibility of their spoken English. The intelligibility of the five Yemeni speakers was below expectations, with only one speaker scoring 50% while the four others scored below this percentage. Other factors hindering the intelligibility of the English spoken by Ibbi Yemenisincluded listener familiarity with English varieties and interlocutors. Grounded on the listeners’ feedback, this study presents strategies to improve the intelligibility of spoken English among Yemeni learners originating from dialect-specific regions, thereby fostering the improvement of their communicative skills and enhancing their confidence when engaging with global audiences.

Utilizing reinforcement learning and support vector machine to enhance feedback mechanism in English speech training

This study proposes an innovative approach to enhance the feedback mechanism in English speech training by combining reinforcement learning and support vector machine (SVM) technologies. Traditional feedback mechanisms for English speech training face challenges such as feedback delay, subjectivity, insufficient personalization, technical limitations, and lack of long-term analysis. To address these issues, the SVM model is used to accurately recognize English phonemes or words, enabling real-time evaluation of students’ pronunciation. The reinforcement learning mechanism leverages these real-time evaluations to make personalized adjustments, offering immediate feedback and dynamic training plans. The integration of these two technologies resulted in a multi-dimensional feedback system for assessing pronunciation performance and providing continuous improvement suggestions through long-term data analysis. Experimental results show that the reinforcement learning system using a Q-learning model maintained a high reward mean, significantly improving training effectiveness. Additionally, the SVM model achieved a pronunciation classification accuracy of over 86.54%, with an F1-score of 94.65%. In an 8-week experiment, the experimental group (using the combined Q-learning and SVM system) outperformed the control group (using traditional methods) in pronunciation scores. The experimental group’s score range expanded to 85–94, with a median increase to 89, while the control group’s range was 78–87, with a median increase to 82. The learning progress in the experimental group was significantly higher, demonstrating the effectiveness and superiority of the proposed method.

Insights Into Multilingual Students to Capitalize on Their Language Knowledge

ABSTRACTClassrooms with multilingual students are rich spaces for enacting linguistically sustaining practices that encourage students to use all their language resources. When teachers have some knowledge of their students' home languages, they can facilitate making connections across languages which strengthens students' language development. In this article, we provide a description of key ideas and practices that teachers of multilingual students need to know, so they can draw on the linguistic resources of their students. While there are many factors that contribute to the literacy development of multilingual students, we focus on the linguistic features (phonology, morphology, syntax, and semantics) of students' home languages and English. We share examples in multiple languages of how teachers can create linguistically sustaining practices in their classroom.

What do pseudowords tell us about word processing? An overview

This article provides an overview of the use of pseudowords—letter strings that resemble real words by adhering to phonotactic and orthotactic rules (e. g., fambo follows the rules of English phonology and orthography, but it does not have an actual meaning)—in written word processing research, with a focus on readers in alphabetic languages. We review how pseudowords have been used in research to isolate specific features of words to examine the cognitive mechanisms underlying various aspects of their processing, including orthographic, phonological decoding, lexical-semantic, and syntactic components, as well as to the way those empirical observations have shaped theories and models of word recognition. The overview also considers their broader applications, such as in studying non-alphabetic scripts, speech processing, and language disorders like dyslexia. By providing a focused synthesis of empirical findings, this article underscores the critical insights that research using pseudowords offers into the interconnected nature of cognitive mechanisms in language processing.

Phonological Challenges Faced by Shina ESL Speakers in Gilgit-Baltistan: An Exploratory Study

The present study has explored the phonological issues which create hindrance for the Shina native speakers while learning English as a second language. The study has considered those English consonant sounds which are not present in Shina native language because Shina speakers frequently face mispronunciation problems while learning English as a second language. These hindrances regarding pronunciation preclude them not only from their expected proficiency in language but also affect the auditory and oral skills in the target language. The data was collected through questionnaires and interviews from the undergrad students studying at Karakoram International University. The obtained data were statistically analyzed through the software Praat. The results revealed that five English consonant phonemes; the post-alveolar voiced fricative /ʒ/, the dental voiceless fricative/θ/, the labiodental voiced less fricative/f/, the labiodental fricatives/v/, palate- alveolar /ð/, were creating problems for Shina speakers. It was also observed that the speakers used appropriate sounds of Shina language like /dz/,/t/,/d/,/ph/, and /w/ to replace the English phonemes. The reasons behind the problems faced by Shina speakers while learning a second language included: interference of mother tongue, the difference in the sound systems of English and Shina, medium of instruction in schools and colleges, lack of trained language teachers, and lack of motivation. To counter these issues, it is suggested that the audio-lingual method should be used to eradicate the phonological problems among the ESL learners of the Shina language.