Integrating the International Phonetic Alphabet into the Intermediate EFL Curriculum for Arab Learners
DOI:
https://doi.org/10.69844/71vr8c89Keywords:
pronunciation challenges, first language interference, intelligibility, fossilisationAbstract
This study investigates persistent pronunciation difficulties and fossilised errors among intermediate Arabic-speaking English as a Foreign Language (EFL) learners, rooted in phonological disparities between Arabic and English. Adopting a descriptive, pedagogical approach grounded in contrastive phonology and second language acquisition theory, it draws on theoretical models, empirical studies, and structured instructional analysis. Problematic English phonemes are classified based on their absence in Arabic, phonetic dissimilarity, and first language interference. The study evaluates the effectiveness of integrating the International Phonetic Alphabet (IPA) into instruction through transcription exercises, contrastive drills, and minimal pairs. Findings highlight consistent difficulties with /p/, /v/, /ŋ/, /ʒ/, vowel length, diphthongs, and the schwa /ə/. IPA-based instruction enhances articulation accuracy, phonemic awareness, and learner autonomy while reducing fossilised errors when introduced at the intermediate level. The study concludes that systematically incorporating IPA as part of scaffolded, contrastive instruction can support sustained phonological development and promote communicative competence among Arab English as a Foreign Language (EFL) learners.
References
1. Abdelgadir, E. M. (2019). Challenges of teaching English communication to Arabic students. English Language Teaching, 12(4), 179–197.
2. Abu-Rahma, A. (2011). The effectiveness of explicit pronunciation instruction for Saudi EFL learners (Doctoral dissertation, University of Birmingham). ProQuest Dissertations and Theses Global.
3. Alghamdi, F. (2014). Phonetic transcription training as a tool for correcting fossilised pronunciation errors in Saudi EFL learners. King Khalid University Press.
4. Alghonaim, A. S. (2015). The pronunciation problems faced by Saudi EFL learners at secondary schools. Education and Linguistics Research, 1(2), 64–78.
5. Alghonaim, A. S. (2020). The impact of IPA instruction on Saudi EFL learners' English pronunciation [Unpublished master's thesis]. King Saud University.
6. Al-Jarf, R. (2006). Teaching English phonetics to Arab students: [p] and [v] contrasts. Saudi Association for Language and Translation Journal, 3, 45–59.
7. Al-Jarf, R. (2007). Phonological awareness training with IPA for Arab EFL freshmen. Riyadh University Publications.
8. Al-khresheh, M. (2024). Phonological interference and pronunciation challenges among Arabic-speaking EFL learners. Modern Language Press.
9. Al-Saidat, E. M. (2010). Phonological analysis of English phonotactics: A case study of Arab learners of English. The Buckingham Journal of Language and Linguistics, 3, 121–134.
10. Al-Saqqaf, A. H., & Vaddapalli, M. K. (2012). Teaching English vowels to Arab students: A search for a model and pedagogical implications. International Journal of English and Literature, 2(2), 46–56.
11. Alshangiti, W. (2015). The effectiveness of phonetic transcription training on the pronunciation of Arab EFL learners. Journal of Language Teaching and Research, 6(6), 1243–1251.
12. Al-Shuaibi, A. (2009). Phonological analysis of English phonotactics of syllable initial and final consonant clusters by Yemeni speakers of English [Master's thesis]. Language in India.
13. Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins.
14. Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience (pp. 233–277). York Press.
15. Gilbert, J. B. (2012). Clear speech: Pronunciation and listening comprehension in North American English (4th ed.). Cambridge University Press.
16. Hancock, M. (2020). Pronunciation practice activities: A resource book for teaching English pronunciation. Oxford University Press.
17. Hassan, Z. M. (2014). Pronunciation problems: A case study of English language students at Sudan universities. International Journal of English Language Teaching, 2(1), 1–12.
18. Hewings, M. (2007). English pronunciation in use. Cambridge University Press.
19. Jones, R. H. (2016). Pronunciation for English as an international language: From research to practice. Routledge.
20. Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press.
21. Rabab’ah, G. (2003). Communication problems faced by Arab learners of English. Journal of Language and Learning, 3(1), 180–197.
22. Rabab’ah, G. (2016). The role of phonetic symfgbols in Arab learners’ pronunciation of English. University of Jordan Publications.
23. Roach, P. (2009). English phonetics and phonology: A practical course (4th ed.). Cambridge University Press.
24. Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10(1–4), 209–231.
25. Underhill, A. (2005). Sound foundations: Learning and teaching pronunciation. Macmillan Education.
26. Zahra, A. A., & Al-Rushdi, M. A. (2020). Phonetic awareness and its impact on Saudi learners’ English proficiency. In Proceedings of the International Conference on Language, Education, and Technology (pp. 45–52).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 رفيق علي محمد الشميري (مؤلف)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
