Article published In:
Journal of Second Language Pronunciation: Online-First Articles

Arabic pronunciation instruction

Learner cognition and speech comprehensibility

ORCID logo | The University of Mississippi
This study examined learner beliefs about Arabic pronunciation instruction and how classroom pronunciation practices affect learners’ speech comprehensibility. To this end, 10 native Arabic speakers and 16 English learners of Arabic with two different proficiency levels were recruited: novice high and intermediate, who answered questionnaires and provided samples for pre and posttests of comprehensibility. The results provided a lens through which to see the status of pronunciation instruction in Arabic language classes. The two groups of learners underlined the importance of pronunciation instruction for their learning, complained of a lack of useful pronunciation materials, and reported a desire to enhance their pronunciation accuracy. There was no change in the learners’ pronunciation on the basis of the learners’ pre- and post-test results assessing comprehensibility. Findings are discussed in relation to current research on the teaching of Arabic pronunciation to provide pedagogical implications.
Keywords: Arabic, pronunciation instruction, learner cognition, classroom practices, speech comprehensibility
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Research on learner beliefs in SLA
    • 2.2Learner beliefs and pronunciation research
    • 2.3Comprehensibility
    • 2.4Arabic pronunciation research
  • 2.The present study
  • 3.Methods
    • 3.1Participants
    • 3.2Curriculum
    • 3.3Materials and procedures
  • 4.Data analysis
  • 5.Results
  • 6.Discussion
  • 7.Conclusion
  • Acknowledgements
  • References
Published online: 31 October 2024
DOI logo
https://doi.org/10.1075/jslp.23015.she
References (61)
References
Alghazo, S. M. (2015). Advanced EFL learners’ beliefs about pronunciation teaching. International education studies, 8 (11), 63–76. DOI logoGoogle Scholar
Al Mahmoud, M. S. (2013). Discrimination of Arabic contrasts by American learners. Studies in Second Language, 3 (2), 261–292. DOI logoGoogle Scholar
Alsulaiman, M., Ali, Z., Muhammad, G., Al Hindi, A., Alfakih, T., Obeidat, H., & Al-Kahtani, S. (2014). Pronunciation errors of non-Arab learners of Arabic language. Paper presented at the Computer, Communications, and Control Technology (I4CT).Google Scholar
Binasfour, H. S. M. (2018). Investigating the perception and production of the Arabic pharyngealised sounds by L2 learners of Arabic. PhD, University of Reading.Google Scholar
Brustad, K., Al-Batal, M., & Tūnisī, A. (2011). Al-Kitaab fii taʻallum al- ʻArabiyya: A textbook for beginning Arabic. Washington, DC: Georgetown University Press.Google Scholar
Brustad, K. E., Al-Batal, M., & Tūnisī, A. (2013). Al-Kitaab fii taʻallum al-ʻArabiyya: A textbook for intermediate Arabic. Washington, D.C: Georgetown University Press.Google Scholar
Burri, M. (2016). “It’s been a real eye opener”: learning to teach English pronunciation from a teacher cognition perspective. Doctor of Philosophy thesis, School of Education, University of Wollongong.
Burri, M., & Baker, A. (2020). “A big influence on my teaching career and my life”: A longitudinal study of L2 pronunciation teacher development. TESL-EJ, 23 (4). 1–24.Google Scholar
Celce-Murcia, M., Brinton, D., Goodwin, J. , & Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press.Google Scholar
Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18 (3), 53–70.Google Scholar
(2017). Teacher cognition of pronunciation teaching: teachers’ concerns and issues. TESOL Quarterly, 51 1, 820–843. DOI logoGoogle Scholar
Cushing, S. (1995). Pilot — air traffic control communications: It’s not (only) what you say, it’s how you say it. Flight Safety Digest, 14 (7), 1–10.Google Scholar
Darcy, I. (2018). Powerful and effective pronunciation instruction: how can we achieve it? CATESOL Journal, 301, 13–45. DOI logoGoogle Scholar
Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59 1, 547–566. DOI logoGoogle Scholar
Derwing, T. M., & Munro, M. J. (1997). Accent, comprehensibility and intelligibility: Evidence from four L1s. Studies in Second Language Acquisition, 19 1, 1–16. DOI logoGoogle Scholar
(2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42 (4), 476–490. DOI logoGoogle Scholar
(2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Philadelphia, PA: John Benjamins. DOI logoGoogle Scholar
Derwing, T. M., Munro, M. J., & Thomson, R. I. (2008). A longitudinal study of ESL learners’ fluency and comprehensibility development. Applied Linguistics, 29 1, 359–380. DOI logoGoogle Scholar
Derwing, T., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48 1, 393–410. DOI logoGoogle Scholar
Derwing, T. M., Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30 1, 155–166. DOI logoGoogle Scholar
Ejzenberg, R. (2000). The juggling act of oral fluency: A psycho-sociolinguistic metaphor. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 287–313). Ann Arbor, MI: University of Michigan Press.Google Scholar
Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada. TESL Canada Journal, 29 (1), 1–22. DOI logoGoogle Scholar
Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44 1, 181–196. DOI logoGoogle Scholar
Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61 1, 325–353. DOI logoGoogle Scholar
Georgiou, G. P. (2019). EFL teachers’ cognitions about pronunciation in Cyprus. Journal of Multilingual and Multicultural Development, 40 (6), 538–550. DOI logoGoogle Scholar
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2 (5), 977–988. DOI logoGoogle Scholar
Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners: A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation, 2 (1), 56–92. DOI logoGoogle Scholar
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (pp. 83–98). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Grotjahn, R. (1991). The research programme subjective theories: A new approach in second language research. Studies in Second Language Acquisition, 13 (2), 187–214. DOI logoGoogle Scholar
Hellmuth, S. (2014). Towards a research-led approach to the teaching of Arabic pronunciation. Concordia Working Papers in Applied Linguistics. Proceedings of the International Symposium on the Acquisition of Second Language Speech Concordia Working Papers in Applied Linguistics, 5 1, 295–309.Google Scholar
Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the US. Foreign Language Annals, 50 (2), 410–432. DOI logoGoogle Scholar
Huensch, A. (2019). Pronunciation in foreign language classrooms: Instructors’ training, classroom practices and beliefs. Language Teaching Research, 23 (6), 745–764. DOI logoGoogle Scholar
Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility: identifying the linguistic influences on listeners' L2 comprehensibility ratings. Studies in Second Language Acquisition, 34 (3), 475–505. DOI logoGoogle Scholar
Jones, T. (2018). Materials Development for Teaching Pronunciation. The TESOL Encyclopedia of English Language Teaching, 1–7. DOI logoGoogle Scholar
Kalaja, P., Barcelos, A. M. F., & Aro, M. (2018). Revisiting research on L2 learner beliefs: Looking back and looking forward. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 222–237). London & New York: Routledge Taylor and Francis group.Google Scholar
Kang, O. (2010). ESL learners’ attitudes toward pronunciation instruction and varieties of English. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp. 105–118), Ames, IA: Iowa State University.Google Scholar
Kennedy, S. & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19 (3), 171–185. DOI logoGoogle Scholar
Kirkova-Naskova, A., Tergujeff, E., Frost, D., et al. (2013). Teachers’ views on their professional training and assessment practices: Selected results from the English Pronunciation Teaching in Europe survey. In J. Levis, & K. LeVelle (Eds), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching conference (pp. 29–42). Ames, IA: Iowa State University.Google Scholar
Kormos, J. & Csizer, K. (2014). The Interaction of motivation, self-regulatory strategies and autonomous learning behavior in different learner groups. TESOL Quarterly, 48 (2), 275–299. DOI logoGoogle Scholar
Levis, J. (2015). Learners’ views of social issues in pronunciation learning. Journal of Academic Language and Learning, 9 (1), A42–A55.Google Scholar
Levis, J., Derwing, T., & Sonsaat-Hegelheimer, S. (2022). Language pronunciation: Bridging the gap between research and teaching. Malden, MA: Blackwell/John Wiley & Sons. DOI logoGoogle Scholar
Mejdell, G. (2019). Diglossia. In E. Al-Werand & Uri Horesh (Eds.), The Routledge Handbook of Arabic Linguistics, (pp. 332–44). London: Routledge.Google Scholar
Martin, & Jackson, C. N. (2016). Pronunciation Training Facilitates the Learning and Retention of L2 Grammatical Structures. Foreign Language Annals, 49 (4), 658–676. DOI logoGoogle Scholar
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49(3), 377–415. DOI logoGoogle Scholar
Munro, M. J. (2011). Intelligibility: Buzzword or buzzworthy? In J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp.7–16), Ames, IA: Iowa State University.Google Scholar
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45 (1), 73–97. DOI logoGoogle Scholar
Munro, M. J., & Derwing, T. (2015). A prospectus for pronunciation research in the 21st century. Journal of Second Language Pronunciation, 1 (1), 11–42. DOI logoGoogle Scholar
Nguyen, L. T., Newton, J. (2020). Pronunciation teaching in tertiary EFL classes: Vietnamese teachers’ beliefs and practices. The Electronic Journal for English as a Second Language (TESL-EJ) 24 (1): 1–20.Google Scholar
Nguyen, L. T., Hung, B. P., Duong, U. T. T. & Le, T. T. (2021). Teachers’ and learners’ beliefs about pronunciation instruction in tertiary English as a foreign language education. Frontiers in Psychology, 121, 739842–739842. DOI logoGoogle Scholar
O’Brien, M. G. (2014). L2 learners’ assessments of accentedness, fluency, and comprehensibility of native and nonnative German speech. Language Learning, 64 1, 715–748. DOI logoGoogle Scholar
Ratner, N. B. (2000). Elicited imitation and other methods for the analysis of trade-offs between speech and language skills in children. In L. Menn & N. B. Ratner (Eds.), Methods for studying language production (pp. 291–312). Mahwah, NJ: Earlbaum.Google Scholar
Rifaat, K. (2017). A strategy for teaching Arabic pronunciation. In K. Wahba, Z. A. Taha, & L. England (Eds.), Handbook for Arabic Language Teaching Professionals in the 21st Century (Vol. II1, pp. 239–343). Routledge.Google Scholar
Riley, P. (1997). ‘BATS’ and ‘BALLS’: Beliefs about talk and beliefs about language learning. Mélanges CRAPEL, 23 1, 125–153.Google Scholar
Shehata, A. (2015). Problematic Arabic consonants for native English speakers: Learners’ perspectives. The International Journal of Educational Investigations, 2 (9), 24–47.Google Scholar
(2017). Teaching Arabic pronunciation to non-natives: Cognition and practice. In M. O’Brien & J. Levis (Eds). Proceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Calgary, AB, August 2016 (pp. 110–120). Ames, IA: Iowa State University.Google Scholar
(2018). Native English speakers’ perception and production of Arabic consonants. In M. T. Alhawary (Ed.), Handbook of Arabic Second Language Acquisition (pp. 56–69). New York, NY: Routledge. DOI logoGoogle Scholar
(2024). Learners’ perceptions of Arabic consonant contrasts: Gender and learning context effects. Languages, 9 (3):77. DOI logoGoogle Scholar
Trofimovich, P. & Baker, W. (2006). Learning Second Language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28 1, 1–30. DOI logoGoogle Scholar
Venkatagiri, H., & Levis, J. (2007). Phonological awareness and speech comprehensibility: An exploratory study. Language Awareness, 16 (4), 263–277. DOI logoGoogle Scholar
Zouhir, A. (2013). Unpacking the teaching and learning practices of Arabic at a major U.S. university. Journal of Second and Multiple Language Acquisition, 1 (3), 1–20.Google Scholar