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investigating the Pronunciation Difficulties of Egyptian EFL Preparatory Stage Learners // GP // Dr. Ebtihal Abdel Aziz Ahmed Helal (2017 - 2018)

By: Madona Alber Ayoub 153779.
Material type: materialTypeLabelBookPublisher: GIZA MSA 2018Description: P. 30 cm.Subject(s): TOEFL | LanguageDDC classification: 428 Online resources: FULL TEXT PRESS HERE Summary: The aim of the research was to detect the pronunciation errors and difficulties that encounter Egyptian EFL preparatory stage learners. It was hypothesized that (a) "When it comes to consonants, pronouncing /p/, /dʒ/, /ʒ/, /v/, /ʧ/ and /θ/ represents the most common pronunciation difficulty that Egyptian EFL preparatory stage learners face." and (b) "As for consonant clusters, final position consonant clusters that consist of three and four successive consonants constitute a major difficulty for Egyptian EFL preparatory stage learners." The research means was a pronunciation test that was designed by the researcher for Egyptian EFL preparatory stage learners. A random sample of ten EFL preparatory stage students enrolled at Modern Infinity School took the pronunciation test that consisted of five sections. After administering the test, the study results revealed that Egyptian EFL preparatory stage leaners face problems in pronouncing consonants as /p/, /dʒ/, /ʒ/, /v/, /ʧ/ and /θ/. It was also revealed that pronouncing three and four consonant clusters in final position is a major difficulty for Egyptian EFL preparatory stage learners. Hence, the first and second hypotheses were confirmed. However, it should be highlighted that more studies are needed to investigate the effectiveness of varied methods and approaches in fostering native- like pronunciation among Egyptian EFL preparatory stage studentsSummary: هدفت هذه الدراسة إلي تحديد صعوبات نطق اللغة الإنجليزية كلغة أجنبية بين الطلاب المصريين في المرحلة الإعدادية و لتشخيص تلك الصعوبات صممت الباحثة اختبار نطق و طبقته علي عينة عشوائية من طلاب المرحلة الإعدادية بمحافظة الجيزة بعد التأكد من صدق و ثبات هذا الاختبار. و أوضحت نتائج الدراسة أن هؤلاء الطلاب يواجههون صعوبات ملحوظة عند محاولتهم نطق عدداً من الأصوات الساكنة وهي تلك الأصوات التي لا تستخدم في لغتهم الأم ) اللغة العربية( كما إنهم يواجههون صعوبة واضحة عند محاولتهم نطق الأصوات الساكنة المتتابعة في نهاية الكلمة و التي لايفصل بينها أصوات متحركة
List(s) this item appears in: LANGUAGES Distinguished Graduation Projects - Year 2017/2018
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Distinguished Graduation Projects Distinguished Graduation Projects Soft Copy located on library Cataloge GP4 LANG 2018 (Browse shelf) Available Language 81623

The aim of the research was to detect the pronunciation errors and difficulties that
encounter Egyptian EFL preparatory stage learners. It was hypothesized that (a) "When
it comes to consonants, pronouncing /p/, /dʒ/, /ʒ/, /v/, /ʧ/ and /θ/ represents the most
common pronunciation difficulty that Egyptian EFL preparatory stage learners face." and
(b) "As for consonant clusters, final position consonant clusters that consist of three and
four successive consonants constitute a major difficulty for Egyptian EFL preparatory
stage learners." The research means was a pronunciation test that was designed by the
researcher for Egyptian EFL preparatory stage learners. A random sample of ten EFL
preparatory stage students enrolled at Modern Infinity School took the pronunciation test
that consisted of five sections. After administering the test, the study results revealed
that Egyptian EFL preparatory stage leaners face problems in pronouncing consonants as
/p/, /dʒ/, /ʒ/, /v/, /ʧ/ and /θ/. It was also revealed that pronouncing three and four
consonant clusters in final position is a major difficulty for Egyptian EFL preparatory
stage learners. Hence, the first and second hypotheses were confirmed. However, it
should be highlighted that more studies are needed to investigate the effectiveness of
varied methods and approaches in fostering native- like pronunciation among Egyptian
EFL preparatory stage students

هدفت هذه الدراسة إلي تحديد صعوبات نطق اللغة الإنجليزية كلغة أجنبية بين الطلاب المصريين في المرحلة الإعدادية و لتشخيص
تلك الصعوبات صممت الباحثة اختبار نطق و طبقته علي عينة عشوائية من طلاب المرحلة الإعدادية بمحافظة الجيزة بعد التأكد من
صدق و ثبات هذا الاختبار. و أوضحت نتائج الدراسة أن هؤلاء الطلاب يواجههون صعوبات ملحوظة عند محاولتهم نطق عدداً من
الأصوات الساكنة وهي تلك الأصوات التي لا تستخدم في لغتهم الأم ) اللغة العربية( كما إنهم يواجههون صعوبة واضحة عند
محاولتهم نطق الأصوات الساكنة المتتابعة في نهاية الكلمة و التي لايفصل بينها أصوات متحركة

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