Vowel Errors Research Articles

Speech sound errors in adolescents with congenital hearing loss

Children with hearing impairment (HI) often have vowel and consonant errors. Speech-language pathologists need this information to correct articulation errors. Despite the prevalence of research on speech sound error patterns in hearing aid users, there is a lack of literature in the adolescent group. The present study aimed to investigate the common speech sound errors in HI adolescents from the Malayalam-speaking community who have severe to profound hearing loss and are digital hearing aid users. A total of 15 monolingual Malayalam-speaking children between the ages of 9 and 16 years were recruited who had been diagnosed with speech sound disorders secondary to congenital hearing impairment. The minimum language age for inclusion in the study was over three years. Articulatory error analysis was performed for all consonants and vowels of the Malayalam language, and frequently produced vowel and consonant errors were included in the SODA and PMV analyses. The consonants frequently produced speech sound errors and no vowel errors were found. The most commonly produced consonant errors were fricatives, trills, laterals, velars, and alveolars. Substitution and omission errors were the most common type of error. Place and manner errors were more common than other types of errors. The results of this study may help parents and rehabilitation professionals to understand the common errors that persist even after intensive intervention. It may also be a useful guide for AAC therapists and speech-language pathologists in setting appropriate speech production goals for adolescents with HI.

Exploring vowel errors produced in nonword repetition in children with speech and language disorders.

Accurate nonword repetition (NWR) is contingent on many underlying skills, including encoding, memory and motor planning and programming. Though vowel errors are frequently associated with childhood apraxia of speech (CAS), several recent studies have found that children with developmental language disorder (DLD) produce high rates of vowel errors in NWR tasks. This retrospective analysis explored whether the overall frequency and types of vowel errors produced in NWR distinguish children with DLD, children with CAS, children with speech sound disorder (SSD) and children with typical development (TD). We present data for 24 children (six per DLD, CAS, SSD and TD groups), ranging in age from 50-92 months. Children with DLD, CAS and SSD showed similar articulation scores and children with DLD and children with CAS showed similar expressive language scores. Total vowel errors, total monophthong errors, monophthong substitutions, diphthongization errors, total diphthong errors, diphthong substitutions and diphthong reduction errors were calculated by syllable length and group. Repeated measures analyses of variance were used to examine group differences. Children with DLD and children with CAS produced a higher frequency of total vowel errors compared to children with TD. Children with DLD produced more total monophthong errors than children with TD. Children with DLD and children with CAS produced more total diphthong errors than children with TD. For children with DLD, these were characterised by diphthong substitutions. For children with CAS, these were characterised by diphthong substitutions and diphthong reduction errors. For all measures, error rates in children with SSD did not significantly differ from any of the other three groups. Preliminary evidence indicates that children with DLD and children with CAS both show high rates of vowel errors in NWR tasks and weaknesses in encoding and memory. For children with CAS, additional motor planning difficulties are associated with an increased likelihood to reduce diphthongs. Children with SSD show more mild processing difficulties than children with DLD and children with CAS, though they do not perform as well as TD peers. Future work should replicate and further specify the processing weaknesses that affect vowel accuracy in NWR tasks in a larger sample. What is already known on the subject Nonword repetition (NWR) tasks are often included in diagnostic batteries to identify children with developmental language disorder (DLD). Poor performance on these tasks have historically been attributed to phonological working memory deficits in children with DLD. However, repeating nonwords relies on a number of underlying processing skills and many of these skills are affected to varying degrees in children with speech and language disorders. An in-depth analysis of vowel errors has the potential to reveal the shared as well as specific underlying processing weaknesses in children with DLD, children with childhood apraxia of speech (CAS) and children with speech sound disorder (SSD). What this paper adds to existing knowledge We found that children with DLD and children with CAS show low vowel competence compared to children with typical development. A nuanced examination of vowel error types further revealed that children with DLD and children with CAS show weaknesses in encoding and memory. Motor planning and programming weaknesses were unique to CAS. Children with SSD show more mild processing deficits and their performance did not significantly differ from any of the other three groups. What are the clinical implications of this work? Examining the types of vowel errors produced by children with DLD, children with CAS and children with SSD in NWR allows us to further specify the underlying processing weaknesses that differentiate these three groups. This research informs theoretical accounts of language processing in children with different types of speech and language disorders and has the potential to improve the diagnostic utility of NWR tasks.

TAHLILUL AKHTHA’ FI MAHAROTI AL-KALAM BI AL-LUGHAH AL-ARABIYAH LITHULLABI MA’HADI SIRAJU AL-THALIBIN AL-ISLAMI

This research is motivated by the issues related to the low ability of students in pronouncing letters, words, or sentences in Arabic, especially for beginner learners, to prevent future errors that may hinder the learning process. This study aims to analyze students' errors in reading Arabic texts from a phonological perspective. It is a qualitative research with a descriptive research design. The results of this research are as follows. Firstly, the phonological error forms in Arabic speaking skills among students of the Siraaj Al-Thalibin Islamic boarding school include errors in throat consonant groups (?????) and tongue groups (??????); vowel errors such as vowel deletion, vowel substitution, and long-short vowel errors; diphthong errors; double consonant errors (????); and assimilation errors (??). Secondly, the factors causing errors in Arabic language speaking skills include linguistic and non-linguistic factors. Non-linguistic factors such as low interest and motivation in language learning, and lack of application of the Arabic language.

Effects of motor practice on the temporal coordination of articulatory movements for non-native onset clusters: Kinematic and acoustic evidence using electromagnetic articulography

Research on cross-language speech production has shown that part of the challenge of producing non-native clusters arises from difficulties with temporally coordinating the successive consonantal gestures within a cluster. However, it remains unclear whether the application of practice-based motor learning paradigms can improve or stabilize this aspect of non-native cluster production. This study uses electromagnetic articulography (EMA) to measure the effects of motor practice on the temporal coordination of articulatory movements for non-native onset clusters. Monolingual speakers of American English intensively practiced producing monosyllabic sequences containing non-native onset clusters (e.g., MGAT) over two consecutive days. EMA was used to capture lingual, labial, and jaw motion during successive repetitions. For properly-sequenced cluster repetitions, analysis of the EMA sensor trajectories showed that, over the course of practice, there was a general reduction in inter-gestural timing variability and increased overlap between adjacent consonantal gestures. Furthermore, some of these improvements were maintained to the second day, indicating that subjects started forming durable performance gains. Acoustic analyses also showed a reduction in the duration of epenthetic vowel errors (/mgæt/ → /məgæt/) produced throughout practice. Collectively, the findings suggest that motor practice can improve the temporal coordination of articulatory gestures affiliated with non-native clusters.

The symptoms of surface dyslexia in Arabic: the impact of orthographic ambiguity on reading abilities of a patient with Alzheimer’s disease

ABSTRACT Like other Semitic languages, Arabic is known for its rich morphology and consonantal writing system. In this article, we report the first case of acquired surface dyslexia in an Arabic-speaking patient (HBS). Surface dyslexia is characterised by difficulty reading irregularly spelled words, while performance is better with regular words and nonwords. The purpose of this study was to describe the symptoms of surface dyslexia in Arabic and to investigate how orthographic depth may affect reading in the context of semantic impairment. In HBS, who had Alzheimer’s disease, reading was impaired for both words and nonwords. Her reading performance was affected by orthographic ambiguity and by the presence of diacritics depicting short vowels. In particular, she produced mainly vowel errors, suggesting an overreliance on the sublexical route of reading. On the other hand, HBS was able to distinguish long vowels from consonants represented by the same letters, provided there was a real root. This finding can be taken as evidence that HBS could access the word’s root to decide whether the vowel letter represents a long vowel or a consonant. The results of this study suggest that the characteristics of surface dyslexia appear to be universal: reading regular words is spared compared to irregular words and non-words. However, the error patterns that HBS showed in reading support a language-specific conceptualisation of the processing components of the lexical and sublexical routes of reading.

Articulatory phonetic errors and patterns in Thai BIPA speakers: A study at SWM School Thailand

The tendency for Bahasa Indonesia bagi Penutur Asing (BIPA) or Indonesian as a Foreign Language (IFL) speakers' pronunciation errors makes specific patterns from an articulatory phonetic perspective. This approach is still limited, and the competence in pronouncing language is challenging. This study analyzes articulatory phonetic errors of vowels and consonants of BIPA Songserm Wittaya Mulniti (SWM) School Thailand speakers to find their reasons and patterns. This type of qualitative research used the listening-involved-conversation data collection technique as well as the equivalence and distributional analysis methods. The results showed 671 pronunciation errors; 184 vowels and 389 consonants. The majority of vowel errors are double vowels [uwa], open front [a], and near-close near-back [ʊ] based on the proximity of the tongue positions, movements of the tongue, lip position, and English interference. The majority of consonant errors are apico-alveolar trill [r] and lateral [l], lamino-palatal [ɲ], and dorso-velar [ŋ] based on the articulator and points of articulation, the similarity of the air passages, movement of the vocal cords, interference of air currents, and the interference of another language. The patterns formed were tendencies based on most errors, replacements, omissions, additions, omissions-replacements, replacements-additions, cutting of syllables, and phoneme errors that change the morpheme. Therefore, many errors formed a series of similarities and structured patterns, especially for consonants that had different pronunciation rules from the mother tongue. Practically, this research can help BIPA teachers develop appropriate learning materials and strategies according to the error patterns and characteristics of learners when pronouncing the language.

Analysis of Vowel Sounds Errors in Arabic Conversation Modern Islamic Boarding School Muhammadiyah Daarul Khoir Gunungkidul Students

This study aims to determine the form of errors in the vowel sounds of Arabic words in the Arabic conversation of students at the Modern Muhammadiyah Islamic Boarding School Daarul Khoir Gunungkidul and to determine the factors that cause the occurrence of vowel errors. This research is a descriptive qualitative research. Data obtained by observing and interviewing students. The results of this study are four vowel errors, namely the change in vowel a to u. There is also a change in the vowel sound i to e. In addition, there were also errors in long vowel sounds which were pronounced short, even so short vowel sounds were pronounced long. The factors causing the error were that some students had not mastered Arabic rules correctly, made pronunciation easier, efficiency in pronunciation and the lack of students listening to Arabic words and sentences.

Analysis of Phonological Errors in Reading Arabic Texts in Muhammadiyah Penggung Primary School Yogyakarta

This study aims to determine phonological errors in reading Arabic texts for fifth grade students of SD Muhammadiyah Penggung. This research was conducted because there are still many errors found when reading Arabic, therefore researchers want to analyse phonological errors in consonants and vowels to evaluate and find solutions so that no more errors occur when reading Arabic texts. Arabic is very important to learn because it is part of the language of the Quran, so if errors continue to occur, it will result in errors in interpretation. This research uses descriptive qualitative research. The method used in this research is a case study. case study. The population in this study were fifth grade students at SD Muhammadiyah Penggung located in Kulon Progo with a total of 9 students. 9 students. The sampling technique used saturated sampling technique. where in the end the entire population was used as a sample. So, the sample in this study was 9 students. this study was 9 students. Then the data collection technique uses test and observation techniques. documentation techniques. observation techniques. The results of this study showed that phonological errors were found when fifth grade students at SD Muhammadiyah Penggung read Arabic texts. The errors are found in consonants and vowels. For errors in consonants, 16 errors were found. Then 19 errors were found in vowel errors.

The Analysis of Pronunciation Errors: Students’ Reading Aloud

Students make pronunciation errors when they speak English considering English is not their first language. The research aimed to find out students pronunciation errors based on the pronunciation features, and students’ perspectives on English pronunciation. The research used 18 students as the sample that were then divided into 3 groups (high, medium, low). The research is a descriptive qualitative research that used an oral test and questionnaire to collect the data. A descriptive text was used in the research and students were asked to read aloud the text and it was voice recorded by the researcher to analyze students’ pronunciation errors. The researcher used a yes-or-no styled questionnaire to find out students’ perspectives on English pronunciation. The result of the research, particularly in the oral test shows that most common errors that students made are consonants and vowels as students made 44 consonant errors and 62 vowel errors in total. Whereas the result of the questionnaire shows that 94.5% of students think that English pronunciation is difficult and that they are unfamiliar with it. Moreover, motivation, confidence, and lack of practice are some factors that influence their English pronunciation.

越南学生汉语习得中的韵母偏误分析

本文对汉语和越南语韵母系统进行了较详细的描写，同时对标准越南语与越南三大方言的韵母系统进行对比，以便找出越南学生在汉语习得过程中所存在的区域性韵母偏误。通过汉越韵母系统的对比本文指出二者在构成情况、韵母数量、拼写方式、语音等方面的异同。越南学生区域性语音偏误规律的分析结果表明不同区域的越南学生有不同的韵母偏误。本文运用理论对这些偏误进行解释，从而探讨偏误的成因,以求找出克服的方案以及提出教学建议。希望本研究结果能给从事汉语语音教学的工作者提供参考，使教学工作更加有针对性，从而能够提高教学效率，同时也希望对汉语学习者有所帮助。 This article describes the vowel of Chinese and Vietnamese, and compares the vowel of standard Vietnamese and the three major Vietnamese dialects in order to find out the regional vowel errors that Vietnamese students have in the process of Chinese acquisition. Through the comparison of Chinese and Vietnamese vowel systems, the article points out similarities and differences in phonetic aspects, writing methods, number of patterns, and composition of Vietnamese and Chinese. According to the analysis results of the regional wrong phonetic rule of Vietnamese students, Vietnamese students in different regions will have different vowel errors. The article has applied theory to explain these errors, thereby finding the causes of errors, finding solutions to overcome and making recommendations on teaching. It is hoped that the results of this research can be a reference for those who do the teaching of Chinese phonetics, making the teaching on target, thereby improving the teaching efficiency, improving the teaching efficiency, and at the same time also hope it helps the learners.

Al-Qur'an Learning with the Yanbu'a Model for the Quality of Pronunciation of Hijaiyah Letters at Islamic Boarding Schools

This study aims to determine the learning of the Koran with the yanbu'a model for the quality of the pronunciation of hijaiyah letters at the Ar-Roudhoh Krian Sidoarjo Islamic Boarding School and to find out the supporting and inhibiting factors in its application. The research method used is descriptive qualitative which produces data in the form of written words from the results of interviews, observations and documentation. The results showed that: (1) The application of the Yanbu'a model used 3 classical models, sorogan, and tadarus. Although the learning of the Qur'an was carried out well, phonological errors were found in the pronunciation of the hijaiyah letters, namely consonant errors and vowel errors. (2) The supporting factors are in practice using many variations and supported by khataman activities and giving awards to students who have achieved the memorization target. While the inhibiting factor is the application of existing regulations during the learning process of the Al-Qur'an pronunciation of the hijaiyah letters that are not enforced to students, especially the inadequate facilities and infrastructure so that the yanbu'a model for the quality of the pronunciation of the hijaiyah letters is less than optimal.

The Influence of Technology to Hand Writing Chinese Character Ability

Nowadays students mostly used a pinyin input method to study Chinese, which had adverse effects on their Chinese character writing skills. The research method using qualitative method, where the researcher gave two types of tasks to 58 students, some of whom used the pinyin input method and some who did not. According to the findings, there are 67.25% of the students (38 out of 58) making errors when writing by hand. These errors included 47.44% of errors related to similarities between Chinese characters, which could be categorized into three types: word formation similarities (5%), character component similarities (15.25%), and single letter similarities (27.11%). Additionally, 25% of the errors were sound equation errors, such as “�” as “_f” (“shì”). Furthermore, 27% of the errors were related to the formation of new Chinese characters. When the students used the pinyin input method, the percentage of errors decreased significantly to 25.86%, most of the errors made using this method were due to word selection errors (60%) and vowel errors (40%). The research suggests that using the pinyin input method may have a negative impact on students’ motivation to write Chinese characters, which, in turn, can affect their handwriting skills.

The Effect of Phonics Intervention for Adult with Dyslexia: Case Study

Objectives: The purpose of this study is to examine whether phonological processing skill-based phonics intervention is effective in improving phonological awareness, decoding, and spelling in adults with dyslexia. In addition, this study aimed to ascertain in detail the characteristics of decoding, spelling, and phonological awareness in adults with dyslexia. Methods: The participant of this study was a 46-year-old adult female with dyslexia, and a single subject experiment research method was used. An intervention program for phonological awareness, decoding, and spelling was conducted 28 times in total (3 baseline sessions, 22 intervention sessions, and 3 maintenance sessions) and her performance was assessed with assessments modified by the researcher. Results: It was confirmed that phonological processing skill-based phonics intervention is effective in improving decoding, spelling, and phonological awareness abilities. A detailed analysis of spelling errors in the adult with dyslexia revealed that errors for single vowels, basic consonants, and basic final consonant were the most common. A detailed analysis of errors by phonological awareness unit and task showed struggles with - in order of difficulty - deletion, blending, substitution, and discrimination. Among the discrimination tasks, final consonant discrimination was the most difficult. Conclusion: The results of this study are meaningful as basic data for improving the perception of adults with dyslexia and intervention program for them.

PEMEROLEHAN BAHASA INDONESIA SEBAGAI B2 (BAHASA KEDUA) PADA ANAK DOWN SYNDROME DI LKS DARUL AZHAR

This study aims to determine the acquisition of Indonesian as a second language in children with Down syndrome. This research is important to be improved in order to improve the ability to speak Indonesian because it is the language of unity in Indonesian society. The research used qualitative method with samples obtained from 20 children with special needs at the LKS Darul Azhar orphanage through interviews and dialogue with children with special needs at the LKS Darul Azhar orphanage. These children are Down syndrome children who are introduced to Indonesian as B2 or a second language to learn, although not as fast as ordinary children. Environmental support and teaching methods for acquiring a second language greatly affect the tempo of acquiring B2. The acquisition of a second language (Indonesian) in Down Syndrome children needs to be developed because it has a positive impact on the development of communication which is also supported by the process of acquiring learning through training in vowel errors, preliminary tests through pronunciation of words and expressions, finding and characterizing lexical and grammatical.

Taḥlīlu Akhṭā’i Nuṭqi al Aṣwāti al Ṣā’itati wal Ṣāmitati fī al Qirā’ati li Ṣalāti al Janāzati li al Ṭullābi bi Ma’hadi al Iṣlāhi

This study analysis of pronunciation errors of vowels and consonants in reading the prayers of the students bodies at the al Islah boarding school. The type of research used is qualitative research. Research whose data is obtained by studying in the field or directly in the field. This study analyzes the vowel and consonant errors of reading the funeral prayer at the al - ishlah Islamic boarding school in Danau Pauh Jangkat, Merangin. The result of the research shows that : the causes of the errors in pronouncing vowels and consonants after using the existing theory , the mistakes made by al - islah students include : 1) . vowel errors, long vowels become short, short vowels become long, harokat kasrah becomes dommah, and sukun becomes dommah. 2). Consonant errors, consonants. ث،ح،ه،ص،ذ،غ،ع،ن،خ . The solution to overcome vowel and consonant errors is by: 1). Gathering all students who are played by the teacher to give practice, in pronunciation of Arabic vowels and consonants and support. 2). Carry out activities that provide encouragement for students to be persistent in learning the pronunciation of Arabic vowels and consonants. 3). Provide direction and motivation to students.

Second Language Speech Intelligibility Revisited: Differential Roles of Phonological Accuracy, Visual Speech, and Iconic Gesture

AbstractAlthough intelligibility is a core concept in second language (L2) speech assessment and teaching research, the vast majority of previous work relies on audio‐only stimuli. The current study set out to examine how linguistic and visual information jointly interact to determine the degree of speech intelligibility. Both first language (L1) and L2 English listeners were presented with stimuli that varied along 3 factors (vowel error, visual speech, and iconic gesture) and completed an orthographic transcription task. Results revealed that iconic gesture significantly increased all the listeners’ intelligibility scores when speech contained vowel errors. When speech did not contain errors, gesture increased intelligibility for L2 listeners but not L1 listeners. Visual speech had no significant effect on intelligibility in either listener group. Vowel error reduced intelligibility by approximately 20–30% for both L1 and L2 listeners. Findings suggest that visual modalities, especially gestures, have the potential to significantly affect the intelligibility of speech containing phonological errors.

Acoustic analysis of vowel production in children with childhood apraxia of speech

Childhood apraxia of speech (CAS) is a complex neurological subtype of speech sound disorder (SSD), involving impaired speech motor planning and programming. Speech characteristics of CAS include difficulty in sequencing speech movements in the absence of muscle weakness resulting in segmental (e.g., vowel/consonant distortions) and suprasegmental (e.g., inappropriate lexical stress) speech deficits. Acoustic analysis offers a robust objective diagnostic measurement of CAS for lexical stress and consonant accuracy/consistency. However, other reported CAS features, such as vowel errors and distortions, have yet to be extensively validated using acoustic analyses. This study will acoustically analyze vowel errors and inconsistencies for corner vowels (/i, u, æ, ɑ/) in children with CAS (aged 8;0 to 15;11) compared to peers with SSD and typical development (TD). Vowel space measures (e.g., vowel space area and formant centralization ratio) and consistency (e.g., vowel cluster distribution) will be assessed in 24 children (CAS = 4, SSD = 10, and TD = 10) across various phonetic contexts (e.g., syllable sequencing between anterior to posterior voiced/voiceless stops of increasing syllable length). It is predicted that children with CAS will demonstrate (1) greater vowel inconsistencies as context complexity increases and (2) a neutralized vowel space based on the corner vowels relative to children with SSD and TD.

Segmental error patterns in Finnish-accented English

Abstract Research suggests that explicit pronunciation teaching improves second language speech production, but language teachers often lack the relevant knowledge to teach pronunciation. This study examined segmental error patterns in Finnish-accented English and the relationship between segmental errors and foreign accent ratings in two groups differing in amount of second language experience. Our study identified a number of common segmental error patterns in Finnish-accented English, which may guide formal pronunciation instruction. We further found that the sheer number of segmental errors in a sentence affected foreign accent ratings as did the number of vowel errors in a sentence. We speculate that the detrimental effect of vowel errors may be related to the finding that vowel errors resulted in non-English segments more often than consonant errors did. Finally, we found a facilitative effect of second language experience on foreign accent rating that cannot be reduced to number of segmental errors, despite the finding that number of consonant errors was reduced with increased second language experience.

Mapping and Analysis of Standard Indonesian Pronunciation Errors by Using the Bigram Method

Indonesian language is increasingly being ignored, even the mass media often find the use of non-standard language, so there is a uniformity in the use of words that often appear in scientific articles, especially those Indonesian. The uniformity of Indonesian pronunciation certainly confuses the general public, for example: television news viewers and radio listeners, to distinguish between standard and non-standard forms. The non-uniformity of Indonesian pronunciation often occurs in official situations such as official speeches or presentations. Based on this phenomenon, this study aims to conduct an analysis and mapping study of standard pronunciation errors that arise in several public services and develops application tools as automatically tool that can detect errors from the use of standard words obtained from voice recording results in the form of vowel errors, diphthongs and consonants by implementing the bigram method. This research was conducted by collecting voice recordings of conversations, speeches, public speaking and other recordings deemed necessary, then continued with standard pronunciation errors analysis and mapping of these errors using a tool that applied the Bigram technique. Based on statistical information obtained from the detection and correction process that has been carried out, it can be obtained a mapping of the error types in the use of Indonesian standard that often occur in public service environment. The results of the mapping and statistical information obtained are used as the basis for developing programs that aim to improve the quality of the use Indonesian standard in the form of FGDs, socialization and counseling. The study result indicate the standard of pronunciation errors that occur in various circles including presenters and lecturers, then the results of data analysis are described in the form of tables and diagrams so it is seen the percentage of errors that occur

PHONEMIC TRANSCRIPTION ERROR ANALYSIS OF UNDERGRADUATE ENGLISH LANGUAGE STUDENTS IN SOUTHWESTERN NIGERIA

This paper investigates phonemic transcription errors of L2 learners of English, using the undergraduate students of the Department of English Language, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria, as case study and compares performance across levels and phonemes. Twenty (20) randomly selected respondents from each of the four undergraduate levels - a total of eighty (80) participants, were asked to do a phonemic transcription of a researcher-crafted text of two sentences comprising all the 44 English phonemes and one purposively infused triphthong. The Daniel Jones’s (2011) Cambridge Pronouncing Dictionary was used as standard in grading the test. The transcriptions were then closely studied, categorized, and analysed. Findings show that L2 learners and users of English committed errors of Substitution (259, 41%), Addition (87, 13%), Replacement (66, 10%), and Omission of Sounds (33, 05%) out of the 675 transcription errors identified. None (00%) out of the 80 participants was able to transcribe the triphthong sound correctly, amounting to 12% of the total errors; while three specific transcription rules, namely the rule of realizing strong vowel sounds in function words as schwa /ə/ which was abandoned in 150 instances (22% of total errors), mostly in ‘and’ and ‘to’; the rule of not realizing vowels as schwa in content words which they applied indiscriminately; and the rule of double slashes inserted at the beginning and the end of a transcribed sentence which none of them observed. The study also finds 60% of vowel errors and 40% of consonant errors, while out of all 44 phonemes, all respondents got only nine (9) consonant sounds correctly, indicating that respondents face greater difficulty with the English vowel sounds. It is concluded that these errors are due mostly to interference and non-adherence to rules symptomized in incorrect articulation and erroneous transcription. Finally, this study emphasizes the crucial role of error analysis in L2 language learning and development as it provides useful insights into the nature of errors, and points at implications for curriculum improvement, pragmatic methodologies and technology application in language teaching and learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0918/a.php" alt="Hit counter" /></p>