Pronunciation Errors Committed by EFL Learners in the English Department in Faculty of Education – Sana’a University.

Abstract

This study aimed to, first, investigate the common pronunciation errors committed by EFL fourth level learners in the Department of English, Faculty of Education-Sana’a, Sana’a University, in the academic year 2019-2020; second to find out the reasons of producing mispronounced segments among University students when speaking; third to offer possible solutions that may help Yemeni students overcome pronunciation difficulties. The sample was 30 students selected randomly. Also, ten teachers were part of the sample in which they were given a close-ended questionnaire. A descriptive method was used to carry out the study. For gathering data, a close-ended questionnaire and a test were used. Data were analyzed using SPSS (Statistical Package for Social Science). The study concluded that EFL learners mispronounce certain phonemes that are in a mismatch with word orthography and consonant cluster. Moreover, vowels were mispronounced by students. The strongest factors that contribute to this problem, according to this study, were due to learners’ mother tongue interference, and other causative factors such as limited language exposure. The study recommends that teaching should focus more on pronunciation along with preparing suitable material.