Common Pronunciation Errors in English of the Manalipa High School Students

Alhaida H. Sarahan

Aisha S. Hakim

March 2017

1
 ABSTRACT

This study investigates the English pronunciation errors pronounced by learners whose

first language is Sama. The subjects for this study were thirty-two students from Talon-

Talon National High School – Manalipa Annex. There are twelve are males and twenty

are females.

The instrument used for collecting the data were a list of one hundred words that are

commonly mispronounced by Filipino. The words were gotten from a website and the

words were validated by the experts. The data were collected and were rank as to how

many students mispronounced the word. The findings of the study revealed that indeed

most of the students mispronounced the words. There is only one word from the list that

was properly pronounced by all of the students, it was the word picture.

There were no direct evidence that the pronunciation errors committed by the respondents

were of their native language. There may be other factors that influenced their

mispronunciation errors. The respondents said that most of the words were new to them

and they had pronounced it the same with how Filipinos pronounced words. Lack of

knowledge in the language may be a result of their mispronunciation of words. Thus,

further study should be done.

Key words: English pronunciation, Sama, pronunciation error, mispronounced words

2
 INTRODUCTION

Philippines has been one of the countries that uses English as its second language. There

are about 120 to 175 dialects being spoken in the country (Wikipedia.org). One of these

dialects is Sama which is the spoken dialect of Manalipa residents.

In the Philippine Education, English is used as the medium of instruction from kinder

until college. Although Mother Tongue Based Language is being taught first during the

lower years of elementary still Philippines uses English as its medium of instruction.

Despite being an English speaking nation, the Filipinos are not maximizing it. In fact,

studies have shown that Filipinos’ grasp of English is slipping while other countries have

been catching up (ukessays.com).

The common perception that English in the Philippines has been deteriorating

can be seen as a case of indigenization, resulting in a language variety which

qualifies as a dialect even if the process that gave rise to it differs from the

traditional account of dialectalization. It has particular linguistic features that

arose out of a gradual drift in language learning away from the native

language speaker, such that generations of Filipino learners of English have

picked up the forms and rules of English from Filipino second-language

learners trained by other Filipino second-language learners. (Malicsi,

Jonathan)

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As teachers, it is vital that when we teach English to our learners we are teaching the

correct pronunciation to them. According to Szynalski and Wojcik (antimoon.com),

almost all learners of English claim that they do not need to study pronunciation. Even

teachers are still learners of the language as English language is a dynamic language. As

this will be a boomerang if the learners did learn or didn’t learn at all.

English is not stagnant. The dialect is continually changing and adjusting to

new wonders on the planet. New words are added to the English lexicon every

year. Researchers appraise that 3,000 to 5,000 words are included every

year. (Inderpreet Kaur Bedi, 2016)

It is often observed that teachers focuses mainly in grammar and neglects the correct

pronunciation of words.

Unfortunately, numerous teachers are not aware of the importance of

pronunciation. In the first place, they emphasize the role of grammar and

vocabulary learning in the acquisition of a foreign language. The

overwhelming majority of English language teachers help students become

competent above all in listening and reading (Harmer, 2001: 183). Secondly,

many of them think that pronunciation study is too difficult and worse, boring

for young learners. Besides, teachers complain about the lack of high quality

and suitable teaching and learning materials and about the lack of time to

practice pronunciation. According to Harmer (2001: 183), ‘they feel they have

too much to do already and pronunciation teaching will only make things

4
 worse.’ Moreover, Harmer adds (2001: 183) that there are teachers who claim

that students acquire quite good pronunciation in the course of their studies

without specific pronunciation teaching.

It was shown in the studies that mother tongue language has something to do with the

pronunciation of the words. (Catford, 1977), (Moosa, 1972) and (Swan; Smith, 2001)

reported that /p/ and /b/ sounds are two different phonemes and each one is distinguished

by a native speaker. But in Arabic Language, there is only the phoneme /b/ so this is the

reason why most Arabic speakers mispronounce words with /p/ to /b/. Learners are

confuse between /p/ and /b/ e.g. words like (‘pan’, ‘ban’), (‘pen’, ‘ben’), (‘push’, ‘bush’),

(‘supper’, ‘subber’). If we ask the learners to say these words, they pronounce /b/ instead

of /p/. The reason for shifting from /p/ to /b/ is the fact that the two sounds are regarded,

as they are two allophones of one phoneme.

Eltrug (1984) affirmed that mother tongue interference can contribute to a large number

of pronunciation errors made by students. Eltrug gave the example of an Arab student

who says, “I left my car in the barking.” It appeared that the Arabic student had replaced

the voiceless phoneme /p/ with its voiced counterpart /b/, and most probably he

transferred the phonological patterns of the native language to the foreign language as

well (as cited in Chang, 1996).

In Swedish sounds, English speech sounds such as /θ/ (i.e. thanks), /d/ (i.e. this), /tʃ/ (i.e.

church), and /dʒ/ (i.e. age) do not usually have Swedish equivalents but when they do, as

5
with the /tʃ/ sound, then the sound can only be found in final position (i.e. the Swedish

word “match”), but never both in initial and final as with English (i.e. “chance” and

“hatch”). The speech sound /dʒ/, on the other hand, does not have a clear equivalent in

the Swedish language although some words begin with “dj” (djungel, djur, djup etc.) and

are pronounced with a silent /d/ and a much softer /j/ than in English. Additionally, as

with the examples above, the speech sounds /θ/ and /d/ are not native Swedish speech

sounds either and may also pose a problem. Some Swedish learners of English may be

able to pronounce the mentioned speech sounds correctly due to a wide exposure to the

English language or perhaps due to English words becoming more and more noticeable in

the Swedish language.

The Chinese speakers are not naturally aware of the difference in English and Mandarin

Chinese and may not even hear that difference (Zhang & Yin, 2009). Just like in the

English phonemes /ɪ/ and /i/ differ very much in meaning as in the words ‘ship’ and

‘sheep’.

Chang (1987) also found that Chinese students often confused /ɪ/ with /i:/ because there is

no such distinction in Mandarin Chinese.

According to Gao (2005), final voiced stops do not exist in Mandarin Chinese and

therefore Chinese speakers will have great difficulties with words with final voiced stops.

For instance, they would occasionally pronounce words ‘book’ and ‘bed’ as /buke/ and

/bede/, by adding an extra vowel sound. In addition, they also have problems in

pronouncing words ‘prompt’ and ‘thousandths’ (Zhang & Yin, 2009). Lin and Johnson

6
(2010) reported that phonological patterns such as final consonant deletion, final

consonant devoicing and syllable reduction are more evident in bilingual Mandarin-

English children which might be attributed to the different linguistic systems of the

bilinguals’ two languages.

According to Macleish (1967), English learners have high frequency problems with

consonant clusters. Since there are no consonant clusters in Mandarin Chinese, it is

difficult for English learners to produce those sounds (as cited in Peter, 2001). According

to Zhang (2005), Chinese speakers may insert a schwa /_/ in consonant clusters such as

/b_lek/ for the word ‘black’ or eliminate a consonant by pronouncing the word

‘strawberry’ as /trɔ:beri/. Moreover, Gao (2005) claimed that English learners also tend to

eliminate final consonant clusters in grammatical endings in terms of the plural,

possessive and the third person singular which do not occur in the Mandarin Chinese

grammar.

Also, Sofi Centerman and Felix Crausz, 2011 said in their research Common L2

Pronunciation Errors that Difficulties in pronunciation seem to be a problem for many

teachers of a foreign language. Students can have different abilities when entering the L2

classroom that depend on aspects such as language background, exposure to the target

language, age and even interest in the language. This makes it hard for a teacher to know

how to approach individual learners in their individual pronunciation development.

Indeed, language awareness has a vital role in the development of a language and

acquisition of a language.

7
This study is to investigate what are the common pronunciation errors of the students in

Manalipa, Zamboanga City; specifically this seeks answer to the following questions:

What are the common English words that are being mispronounced by the students ; and

Does the Sama language influence the English pronunciation of the students of

Manalipa?

The subject of this study are the Grade 8 students of Manalipa High School. The

researcher used Slovin formula in determining the total number of respondents of this

study. There will be a total of 32 students – 12 males and 20 females. These students

speak of the same native dialect which is Sama.

METHODOLOGY

This study will be having a qualitative approach. The researchers will be using a “direct

(reactive) observation”. This means that the students understand that they are being tested

for a research, although they are not sure of what are they being tested. Shank (2002)

defines qualitative research as “a form of systematic empirical inquiry into meaning” (p.

5). By systematic he means “planned, ordered and public”, following rules agreed upon

by members of the qualitative research community. By empirical, he means that this type

of inquiry is grounded in the world of experience. Inquiry into meaning says researchers

try to understand how others make sense of their experience. Denzin and Lincoln (2000)

8
claim that qualitative research involves an interpretive and naturalistic approach: “This

means that qualitative researchers study things in their natural settings, attempting to

make sense of, or to interpret, phenomena in terms of the meanings people bring to them”

(p. 3).

The target population of this research were a total of 32 students of Grade 8 in Talon-

Talon National High School – Manalipa Annex of Manalipa, Zamboanga City.

In determining the number of respondents, the Slovin formula was employed. It is

illustrated herein as:

n = N/1+N (e)2

Where:

n = sample size

N = population

1 = constant

e = margin of error (.15)

In the selection of the respondents, the proportionate random sampling was used.

Male Female
Respondents Total
F % F %

Grade 8 16 31.37 35 68.63 51

Table 1.0

TOTAL NUMBER OF STUDENTS

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Based on the Slovin formula, the number of student – respondents is 32. There are 12

males and 20 females.

Male Female
Respondents Total
F % F %

Grade 8 12 37.5 20 62.5 32

Table 2.0

RESPONDENTS OF THE STUDY BY GENDER

The researchers had downloaded a list of one hundred common mispronounced words by

the Filipinos from the website http://www.filipiknow.net/english-words-commonly-

mispronounced-filipinos/ . There were a total of one hundred words. These words were

validated by the experts. The experts include one principal who is also an English teacher

and the other two were English teachers.

In this study, the data has been collected from 32 students (Grade 8) of Talon-Talon

National High School – Manalipa Annex. Students are asked to seat in one classroom and

are given instruction that they are being tested for a research but they don’t know as to

what research they are being tested. Before reading begins, the students are asked to write

the 100 words on a sheet of paper. These words are arranged alphabetically. They can

also practice reading those words before it is their turn to read. Each student is called

individually and is asked to sit beside the researcher. The student brings their list of one

hundred words. The researcher also has a copy of the 100 words. As the student reads the

word the teacher will be checking on her list if the word is mispronounced. The

researcher totals the number as to how many males and females mispronounced a certain

10
word. Then, the researcher also totals as to how many students mispronounced a certain

word.

The table 3.0 shows the list of words and its transcription as to what is the correct

pronunciation of the words.

Word Transcription Word Transcription

Abalone [abbə lōni] Faux paus [fō paa]

Accessory [ak sessəree] Gargantuan [gaar gantʃoo ən]

Acknowledge [ək nolliʤ] Genre [zhaanrə]

Acoustic [ə koostik] Gourmet [goor māy]

Admirable [admərəbl] Hacienda [asee endə]

Adolescence [addəlessnss] Handsome [hænsəm]

Advocacy [advəkəsee] Heinous [heinəs]

Affidavit [affi deivit] Hippopotamus [hipəpətəməs]

allegedly [ə leʤdli] Humongous [hyu məɳ gəs]

Almond [a mənd] Idiot [idee ət]

Alms [amz] Indigent [indijənt]

Alumnae [alumni] Ingenuity [inʤənuity]

Amoebiasis [ammə bayasis] Journal [ʤurnl]

Analgesic [ann’l jizik] Knowledge [nəliʤ]

Any [Σni] Kuwait [koo weit]

Applicable [aplikəb’l] Legume [legyum]

Appreciate [aprishi eit] Lettuce [letəs]

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Associate [asoshi eit] Lip sync [lip siɳk]

Asthma [azmə] Lychee [litʃi]

Attaché [atəshei] Mahjong [ma zhaɳ]

Attorney [aturni] Maniac [meini ak]

Awardee [ə ward] Mayonnaise [mei yo neyz]

Bamboo [bamboo] Nuisance [nusans]

Beneficiary [bənəfisheri] Nuptial [napshəl]

Bicuspid [bai kaspid] Orange [arinʤ]

Boutique [bu tik] Orator [orator]

Broccoli [brokəli] Parachute [parashut]

Bury [beri] Picture [piktʃər]

Busy [bizi] Porsche [porshəh]

category [katəgori] Preface [prefis]

Cement [si mΣnt] Pseudonym [sudənīm]

Cemetery [sΣmItΣri] Quaker Oats [kweikΣr owt]

Chocolate [tʃokolit] Query [kwiri]

Cleanliness [klΣnliΣs] Rendezvous [rəndəvu]

Climb [klaim] Salmon [samən]

Comfortable [komfrtbl] Sauce [sos]

Condolence [kəndoləns] Sergeant [sarʤΣnt]

Confirm [kənfirm] Species [spiʃiz]

Connecticut [kənΣticət] Suicide [su I said]

Controversy [kontrəvəsi] Tarantula [tarantʃələ]

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 Corps [kor] Thesis thIsIz

Coupon [ku pon] Tortoise [tor təs]

Debut [deybyu] Tourniquet [turnikət]

Didn’t [didn’t] Tucson [tu sən]

Douche [duʃ] Turquoise [tur kwoiz]

Education [Σʤukei tʃon] Typhus [taifəs]

Embryo [ȆmbrI yo] Utensils [yu ten sil]

Entrepreneur [ontrəpənur] Worcestershire [wustərshir]

Exciting [ik saitiɳ] Worry [worI]

Executive [ig ze kyətiv] Zucchini [zukini]

Table 3.0

WORDS AND ITS TRANSCRIPTION

RESULTS AND DISCUSSION

The aim of this research is to identify what are the common pronunciation errors of the

students in Manalipa, Zamboanga City; specifically this seeks answer to the following

questions: What are the common English words that are being mispronounced by the

students; and does the Sama language influence the English pronunciation of the students

of Manalipa?

13
The table 4 shows the list of the one hundred words and how many students (male and

female who mispronounced that word). Most students commit pronunciation error in

almost all of the words. There are a total of one hundred words and these words were said

to be commonly mispronounced by the Filipinos. These words were also validated by the

experts. The respondents were a total of 32 students. There are 12 males and 20 females.

The table shows how many students male and female mispronounced the word. There are

a total of thirty-two students. All of the students mispronounced the words abalone,

admirable, almond, alms, amoebiasis, analgesic, attaché, bamboo, bicuspid, cleanliness,

Connecticut, corps, douche, exciting, faux pas, gargantuan, humongous, ingenuity,

mahjong, nuisance, Porsche, pseudonym, salmon, sergeant, tarantula, tortoise, Tucson

and Worcestershire. There are thirty-one students who mispronounced the words

adolescence, category, condolence, coupon, debut, entrepreneur, executive, gourmet,

maniac, orator, rendezvous, and turquoise. Thirty students mispronounced the words

allegedly, asthma, awardee, comfortable, controversy, genre, heinous, Quaker oats and

typhus. There are twenty-nine students who mispronounced the words beneficiary,

chocolate, legume, mayonnaise and tourniquet. There are twenty-eight students who

mispronounced the words advocacy, orange and thesis. There are twenty-seven students

who mispronounced the words acoustic, broccoli, cement, confirm, hacienda and

journal. There are twenty-six students who mispronounced the words acknowledge,

alumnae, query, species, suicide and worry. There are twenty-five students who

mispronounced the words affidavit, hippopotamus and nuptial. There are twenty-four

students who mispronounced the words cemetery, lychee and sauce. There are twenty-

14
three students who mispronounced the words accessory and attorney. There are twenty-

two students who mispronounced the word associate. There are twenty-one students who

mispronounced the words busy, idiot, Kuwait, lip sync and parachute. There are twenty

students who mispronounced the words didn’t and education. There are nineteen students

who mispronounced the word boutique. There are eighteen students who mispronounced

the word knowledge. There are seventeen students who mispronounced the word utensils.

There are sixteen students who mispronounced the word embryo. There are fifteen

students who mispronounced the words appreciate and zucchini. There are twelve

students who mispronounced the words applicable and indigent. There are eleven

students who mispronounced the word handsome. There are ten students who

mispronounced the word bury. There are four students who mispronounced the word

climb. There is one students who mispronounced the word any. All of them pronounced

correctly the word picture.

Words Male Female Words Male Female

Abalone 12 20 Faux paus 12 20

Accessory 8 15 Gargantuan 12 18

Acknowledge 10 16 Genre 12 18

Acoustic 11 16 Gourmet 12 19

Admirable 12 20 Hacienda 7 20

Adolescence 11 20 Handsome 0 11

Advocacy 9 19 Heinous 10 20

Affidavit 7 18 Hippopotamus 9 16

15
allegedly 11 19 Humungous 12 20

Almond 12 20 Idiot 6 15

Alms 12 20 Indigent 12 10

Alumnae 10 16 Ingenuity 12 20

Amoebiasis 12 20 Journal 9 18

Analgesic 12 20 Knowledge 7 11

Any 0 1 Kuwait 18 13

Applicable 3 9 Legume 12 17

Appreciate 2 13 Lettuce 12 16

Associate 4 18 Lip sync 10 11

Asthma 12 18 Lychee 9 15

Attaché 12 20 Mahjong 12 20

Attorney 18 15 Maniac 12 19

Awardee 10 20 Mayonnaise 12 17

Bamboo 12 20 Nuisance 12 20

Beneficiary 10 19 Nuptial 8 17

Bicuspid 12 20 Orange 10 18

Boutique 6 13 Orator 11 20

Broccoli 10 17 Parachute 10 11

Bury 2 8 Picture 0 0

Busy 5 16 Porsche 12 20

category 12 19 Preface 12 20

Cement 10 17 Pseudonym 12 20

16
Cemetery 9 15 Quaker Oats 12 18

Chocolate 12 17 Query 10 16

Cleanliness 12 20 Rendezvous 12 19

Climb 0 4 Salmon 12 20

Comfortable 12 18 Sauce 7 17

Condolence 12 19 Sergeant 12 20

Confirm 10 17 Species 12 16

Connecticut 12 20 Suicide 9 18

Controversy 12 18 Tarantula 12 20

Corps 12 20 Thesis 12 17

Coupon 12 19 Tortoise 12 20

Debut 12 19 Tourniquet 12 17

Didn’t 7 13 Tucson 12 20

Douche 12 20 Turquoise 11 20

Education 7 13 Typhus 12 18

Embryo 2 14 Utensils 5 12

Entrepreneur 12 19 Worcestershire 12 20

Exciting 12 20 Worry 8 18

Executive 12 19 Zucchini 4 11

Table 4.0

THE WORDS AND HOW MANY STUDENTS MISPRONOUNCED IT

17
The table 5 shows the top list of the mispronounced words. These words are arranged as

to the score of the students. The words that were never pronounced correctly were rank

one to twenty nine. The rest of the words were ranked after that following the total score

of mispronounced word in the table 5.

1 Abalone 51 Beneficiary

2 Admirable 52 Chocolate

3 Almond 53 Legume

4 Alms 54 Mayonnaise

5 Amoebiasis 55 Tourniquet

6 Analgesic 56 Advocacy

7 Attaché 57 Lettuce

8 Bamboo 58 Orange

9 Bicuspid 59 Thesis

10 Cleanliness 60 Acoustic

11 Connecticut 61 Broccoli

12 Corps 62 Cement

13 Douche 63 Confirm

14 Exciting 64 Hacienda

15 Faux pas 65 Journal

16 Gargantuan 66 Acknowledge

17 Humongous 67 Alumnae

18 Ingenuity 68 Query

19 Mahjong 69 Species

18
20 Nuisance 70 Suicide

21 Porsche 71 Worry

22 Preface 72 Affidavit

23 Pseudonym 73 Hippopotamus

24 Salmon 74 Nuptial

25 Sergeant 75 Cemetery

26 Tarantula 76 Lychee

27 Tortoise 77 Sauce

28 Tucson 78 Accessory

29 Worcestershire 79 Attorney

30 Adolescence 80 Associate

31 Category 81 Busy

32 Condolence 82 Idiot

33 Coupon 83 Kuwait

34 Debut 84 Lip sync

35 Entrepreneur 85 Parachute

36 Executive 86 Didn’t

37 Gourmet 87 Education

38 Maniac 88 Boutique

39 Orator 89 Knowledge

40 Rendezvous 90 Utensils

41 Turquoise 91 Embryo

42 Allegedly 92 Appreciate

19
 43 Asthma 93 Zucchini

44 Awardee 94 Indigent

45 Comfortable 95 Applicable

46 Controversy 96 Handsome

47 Genre 97 Bury

48 Heinous 98 Climb

49 Quaker oats 99 Any

50 Typhus

Table 5.0

When the students were asked if their native language which is Sama had affected their

way of speaking the words they said that most of the words were unfamiliar to them that

they had just encountered the words now. There were some words like controversy,

confirm, comfortable and some words wherein they really pronounced it the way it is

spelled.

Most of the students read most of the words just like how they read in Filipino “kung ano

ang pagkakasulat siya ring bigkas”. For the words that all of the students had

mispronounced their pattern in the way they pronounced it was the same of how Filipinos

read a certain word. Except for the words abalone that was pronounced [abba lōn],

ingenuity was pronounced [InjInIty], and attache that was pronounced [atatʃ]. They had

final voice deletion of the sound. Then, for the words admirable, almond, alms,

amoebiasis, analgesic, bamboo, bicuspid, cleanliness, Connecticut, corps, douche,

exciting, faux pas, gargantuan, humongous, mahjong, nuisance, Porsche, pseudonym,

20
salmon, sergeant, tarantula, tortoise, Tucson and Worcestershire they pronounced it

[admIrab’l], [almon], [alms], [amoIbayasIs], [analgesic], [bamboo], [bIcuspId],

[klΣnlInΣs], [konekticat], [korps], [dawtʃ], [eksaItIɳ], [foks pas], [gargantu an],

[humuɳgus], [majoɳ], [nuIsans], [porʃ], [pIsudonIm], [salmon], [sergΣn], [tarantula],

[tortoIs], [tucson], and [worsestershaIr] respectively. These phonemes in every word

was pronounced just like the same way on how Filipinos read their words in their

language.

CONCLUSION AND RECOMMENDATION

We all need the proper pronunciation either in first language acquisition or when learning

a second language, in order for our speech to be intelligible to others. Intelligibility is the

core of any communication process and pronunciation is its tool. In one’s native language

the other party might tolerate an accent, fast speech, falling tones etc., as they can still get

the message. When learning a second language the significance of proper pronunciation

doubles. Conversing with TL speakers differs in many ways. They belong to different

sound and orthography systems, syllable structures, stress patterns and different cultural

background. In the conclusion section, the researcher attempts to suggest some research

and pedagogical solutions to help cater for pronunciation problems for the native

speakers of Arabic learning English as a second language (Yildiz, 2013).

21
There were some limitations in the study. First, the number of subjects could have been

larger. In future research, more subjects could be included. Also, if the researchers can

have text instead of just words it would be much better.

Second, not all mispronunciation of words by the students result from the native language

interference. There were no direct evidence to show that the errors they committed are

derived from native interference. There may be other factors that influenced the

development errors of the learners such as insufficient or lack of knowledge in phonology

and phonetics, spelling, location, age, attitude and other factors.

Finally, the words were not enough to reveal all pronunciation errors made by the

students based on reading words only. There could be better results if the data used were

a text or passage or just common words that we used every day so that we could really

check there is or are phoneme that were omitted, cluster reduction, final and consonant

devoicing, final consonant deletion and/or gliding.

The students had a very poor pronunciation. The students need to learn and pronounce

the English words correctly as these are very important to deliver correct information to

the listeners. The first solution is that the students should listen properly to the correct

pronunciation from their teachers. Teachers might use interesting videos to attract the

learners. The problem is that Manalipa doesn’t have electricity. The teachers could also

play recorded text and could also give the students a hard copy of the text and let them

listen and read silently so that they would know the correct pronunciation of the words.

22
The teachers should include in her lessons about International Phonetic Alphabet. Also,

the teacher can include in his/her lessons some spelling words. It would also be better if

they have public computer where the students can freely use and in these computers there

should be an app of dictionary with correct transcription of the words plus there should

be an audio with it. So that the students could also have a self-study in terms of

pronunciation.

The above mentioned measures are possible during classroom teaching and some free

time of the students. Teachers can also add as to how they can help students speak with

correct pronunciation.

I recommend that further study should be conducted with regards to this research.

REFERENCES

Ali, E. (2013). Pronunciation problems: Acoustic analysis of the English vowels

produced by Sudanese learners of English. Saudi Arabia.

Centerman, S. et al. (2011). Common L2 Pronunciation Errors.

El Zarka. A. (2013). The Pronunciation Errors of L1 Arabic Learners of L2 English: The

Role of Modeern Standard Arabic and Vernacular Dialects Transfer. The British

University in Dubai. Dubai.

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Hassan, E. (2014). Pronunciation Problems: A Case Study of English Language Students

at Sudan University of Science and Technology. Riyadh, Kingdom of Saudi Arabia.

Malicsi. J. Philippine English: A Case of Language Drift.

Yiing, Ivy. (2011). An Analysis of Pronunciation Errors in English of Six Utar Chinese

Studies Undergraduates. Universiti Tunku Abdul Rahman.

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