A PHONOLOGICAL ANALYSIS OF EFL LEARNERS’ SPEECH: IMPLICATIONS FOR EFFECTIVE PRONUNCIATION INSTRUCTION

The identification of segmental and suprasegmental errors among English as a Foreign Language (EFL) learners has been an enduring objective in teaching pronunciation. Such records in pronunciation errors are identified by language instructors specializing in foreign and second language teaching. While these records are beneficial, they have deficiencies by overlooking or prioritizing certain errors. To enhance the inclusivity and accuracy of the pronunciation records, the present study conducts a phonological analysis focusing on segmental and suprasegmental features of Omani L2 learners of English speech by investigating their speech patterns. The findings, substantiated by empirical evidence, provide a comprehensive understanding of the enduring pronunciation hurdles that could affect the intelligibility principle. The findings reveal that pronunciation errors are significantly influenced by the first language interference and differences in spelling and phonological systems between Arabic and English. Segmental errors, such as /o/, /p/, /b/, / ʤ/ /tʃ/ and /ʃ/ were common due to their absence or variation in Arabic. Suprasegmental challenges included incorrect stress patterns, flat intonation, and lack of rhythm. Such errors often lead to reduced intelligibility. Learners also showed limited awareness of connected speech features like assimilation, elision, and weak forms. To avoid persistent pronunciation challenges in segmental features, educators should help learners distinguish between vowels and consonant sounds by following either the articulatory approach or using minimal pair practice. Regarding suprasegmental features, educators must employ communicative practices that focus on developing proper stress, intonation, and rhythm to help learners improve their pronunciation and thus enhance their communicative competence.