جلال الدين, نيفين. (2023). Types of English Pronunciation Errors among Egyptian English Major Post-graduate Students. مجلة کلية الآداب جامعة الفيوم, 15(1), 1976-2030. doi: 10.21608/jfafu.2023.239534.1964
نيفين جلال الدين. "Types of English Pronunciation Errors among Egyptian English Major Post-graduate Students". مجلة کلية الآداب جامعة الفيوم, 15, 1, 2023, 1976-2030. doi: 10.21608/jfafu.2023.239534.1964
جلال الدين, نيفين. (2023). 'Types of English Pronunciation Errors among Egyptian English Major Post-graduate Students', مجلة کلية الآداب جامعة الفيوم, 15(1), pp. 1976-2030. doi: 10.21608/jfafu.2023.239534.1964
جلال الدين, نيفين. Types of English Pronunciation Errors among Egyptian English Major Post-graduate Students. مجلة کلية الآداب جامعة الفيوم, 2023; 15(1): 1976-2030. doi: 10.21608/jfafu.2023.239534.1964
Types of English Pronunciation Errors among Egyptian English Major Post-graduate Students
This paper is conducted to identify and investigate English pronunciation errors among Egyptian English major post-graduate students at Faculty of Arts, Fayoum University. It also seeks to discover the phonological processes implemented by Egyptian graduates to overcome their pronunciation problems. The data of the study include 18 oral presentations of post-graduate students at a pre-MA course in linguistics in the academic year 2019/2020. The study employs a random sampling technique for selecting the sample. It adopts a descriptive statistic approach as the researcher is concerned with describing and classifying the data statistically. Error analysis is employed as a method of analysis of the post-graduate students’ pronunciation errors. Based on the results of the pronunciation recordings of the selected sample, it can be concluded that there are fifteen sound errors at the segmental level. They were /p/, /ŋ/, /θ/, /ð/, /tʃ/, /dʒ/, /ɜ:/, /ə/, /ʊ/, /ɔː/, /ʌ/, /eɪ/, /əʊ/, /ɪə/ and /ʊə/. The findings also reveal that the samples’ errors are mostly related to the phonological processes of voice alternation, vowel replacements, monophthongization at the segmental level while the subjects tend to commit errors of vowel insertion, consonant doubling and stress shift at the syllable level of analysis. It is hoped that this study will provide English language learners and new teachers with precious experience of how to self-evaluate their own errors.
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