This study investigates the difficulties of English pronunciation encountered by Saudi secondary school learners when pronouncing English consonants. It also aims to shed light on the area of the English consonant clusters system. The instruments used for collecting data and information included were questionnaires, classroom observations, and document collections. The results show that the participants had difficulties pronouncing eleven consonant sounds. The results also demonstrate that a great number of the participants, unintentionally insert a vowel sound in an English syllable to break up consonant clusters. This study provides some useful pedagogical implications to prevent and cure English pronunciation problems.
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