English Pronunciation Variations as a Result of Speakers’ Linguistic Diversity: A Case of St. Augustine University of Tanzania

This study investigates English pronunciation variations resulting from linguistic diversity among students at St. Augustine University of Tanzania. The purpose was to analyze how the first language (L1) and phonological constraints influence English pronunciation among Tanzanian speakers. Employing a qualitative research design, the study used non-participant observation and semi-structured interviews with linguists as key informants to document phonological features such as vowel shifts, consonant substitutions, syllable restructuring, and intonation patterns. Data were thematically analyzed and interpreted through the lenses of phonological theory and sociolinguistics. The findings reveal systematic pronunciation variations influenced by L1 interference, orthographic transparency, hypercorrection, and articulation simplification. Specifically, most participants replaced unfamiliar English vowels and diphthongs with native approximations, inserted vowels to break consonant clusters, or substituted unfamiliar consonants based on native phonetic inventories. For instance, the diphthong /əʊ/ was commonly replaced with /o/, and the voiceless dental fricative /θ/ was frequently replaced with [s], [t], or [z]. Additionally, speakers exhibited syllable restructuring, voicing or devoicing of consonants, and occasional lisping, all reflecting the phonotactic limitations of their L1s. These variations were not random but traceable to linguistic regions such as Haya, Nyambo, Hehe, and Kuria, highlighting the influence of local language systems on English phonology. The study concludes that English pronunciation in multilingual contexts like Tanzania cannot be viewed as erroneous but as adaptive linguistic behavior shaped by complex socio-phonological dynamics. Understanding these variations is essential for developing effective pedagogical strategies that respect linguistic diversity while supporting accurate pronunciation in second language acquisition.