2.

3 Review of previous studies

2.3.1. A Case Study of English Language Students at Sudan University of Science and
Technology

The research introduces the focus of many studies in Second Language Acquisition (SLA) on the
factors affecting the attainment of native-like pronunciation among foreign language learners,
particularly Sudanese learners. It mentions key linguistic factors identified by researchers and
linguists, including differences in sound systems between the native language (LI) and the
second language (L2), inconsistencies in English sounds, mother tongue interference, and the
influence of spelling on pronunciation.

Firstly, the research discusses the challenges faced by learners, particularly Sudanese students, in
mastering English pronunciation due to interference from their native language (LI). It highlights
linguistic differences between English and Arabic, such as the distinction between /p/ and /b/
sounds, which are two separate phonemes in English but are represented by a single phoneme /b/
in Arabic. These differences lead to mispronunciations among Arabic speakers learning English,
as observed with words like "park" and "bark." Additionally, the interference of the LI affects the
pronunciation of other sounds, such as /θ/ and /ð/, which are replaced by /s/ and /z/ in Sudanese
Spoken Arabic. The passage underscores the challenge of overcoming LI influences and
emphasizes the difficulty in altering pronunciation habits ingrained since childhood. It suggests
that learners often substitute similar sounds from their LI, resulting in pronunciation errors.

Secondly, the research highlights the conflict between the sound systems of learners' native
language (LI) and English as a second language (L2), particularly among Sudanese students.
Moosa (1972) and Alkhuli (1983) note that Arab learners struggle to distinguish between
phonological features of Arabic and English due to differences in sound systems. Cruttenden
(1994) emphasizes that learners with diverse linguistic backgrounds face challenges in producing
English sounds due to disparities between English and their LI, such as Arabic. These
discrepancies pose barriers to mastering English pronunciation, especially for learners starting
after adulthood. Specifically, differences in vowel systems between Arabic and English
contribute to pronunciation difficulties for Sudanese students. In Arabic, vowels are simpler and
each letter represents only one sound, contrasting with English where vowels can have multiple
pronunciations. Additionally, disparities in consonant sounds, such as the pronunciation of "r,"
further compound these challenges. Nunan (2001) and O'Connor (2003) suggest that errors arise
when learners transfer sounds from their LI into the L2. Moreover, the research underscores the
importance of understanding phonemes, as errors in pronunciation can alter meaning. English
has a larger inventory of consonants and vowels compared to Arabic, further complicating
pronunciation for Sudanese learners. Ultimately, the differences in sound systems between LI
and L2 contribute to the difficulties Sudanese students face in accurately pronouncing English
sounds like /ð/, /θ/, /p/, and /v/.

Finally, the research examines pronunciation challenges faced by Sudanese students learning
English, particularly focusing on vowel sounds. It highlights the persistence of native language
habits, termed fossilization, which interferes with English pronunciation acquisition. Yule and
O’Connor (2003) emphasize the need for learners to develop new phonetic habits while
overcoming those ingrained in their native language. A key difficulty lies in the complexity and
inconsistency of English vowel sounds. Cruttenden (1994) notes that English vowels often have
multiple pronunciations, leading to confusion among learners. For example, the letter "a"
represents five different sounds in words like "banana" and "bather." Similarly, "i" is pronounced
uniformly in words like "rich" and "symbol" despite spelling variations. This inconsistency
extends to other letters and sounds, making it challenging for learners to predict pronunciation
based on spelling. Power (2003) identifies common pronunciation problems, such as confusion
between similar sounds like /i/ and /i:/, /ɔ/ and /əu/, /æ/ and /ei/, and /e/ and /ei/. Researchers
attribute these challenges to the complexity and inconsistency of the English vowel sound
system. Explicit instruction and practice are essential for helping Sudanese learners overcome
these pronunciation obstacles and acquire accurate English pronunciation.

In conclusion, the research underscores the importance of targeted instruction to address these
pronunciation challenges effectively. By recognising and addressing the linguistic and
phonological factors contributing to mispronunciations, educators can help SSEs improve their
overall pronunciation skills and communicate effectively in English. A clearer understanding of
English vowels and consonants, as well as consistent instruction in pronunciation, is essential for
enhancing SSEs' proficiency in spoken English. Ultimately, the research emphasizes the need for
targeted intervention to overcome the intricate pronunciation challenges faced by SSEs and
facilitate their linguistic development.
2.3.2 Study on English Pronunciation Errors of young learners in universities of Vietnam

In recent years, there have been many studies conducted at universities in Vietnam to find
students' pronunciation errors. These studies pointed out pronunciation errors and the ways to fix
them so students can improve their pronunciation.

A study conducted at the Posts and Telecommunications Institute of Technology (Nguyen & Do,
2021) showed errors in English consonant pronunciation among first-year students. The study
focuses on errors related to consonants such as mispronunciation of the first single consonant,
initial consonant cluster and final consonant. These are errors influenced by the mother tongue
because Vietnamese does not have consonants such as /ð/, /θ/, /ʃ/ and /ʒ/. In addition, the
consonant pairs /l/, and/n/ are also easily mispronounced due to influence from local languages,
especially in the northern regions of Vietnam. Besides, research also shows that it is quite
difficult for students to pronounce initial consonant clusters such as /sm/ (small /smɔːl/), /θr/
(throw /θrəʊ/), /pl/ (plastic /ˈplæstɪk/) because there is no pronunciation phenomenon similar to
Vietnamese. Furthermore, because most students do not refer to the pronunciation in the
dictionary while practicing pronunciation, they often miss or omit final consonants when
speaking.

Similarly, another study at this university (Dang, Chau & Diep (2022) emphasized that students
majoring in the English language often forget to use intonation when speaking English. Native
speakers often change intonation very flexibly to express emotions or to emphasize the
importance of something. However, students tend to pronounce each word with the same stress
but without intonation, causing listeners to misunderstand the meaning of the sentences.

Another study also revealed vowel mispronunciation errors of young learners at Ho Chi Minh
City University of Industry (Tran, 2021). Research shows that most survey participants confuse
short vowels and long vowels (/i:/ vs /i/sound, /u:/ vs /ʊ/). Regarding vowels, the study
emphasized that this is the sound that causes the most errors for participants when up to 37 out of
50 participants made mistakes (For example, the word "late" has the pronunciation /leɪt/, but
students pronounce it /leɪ/)

Overall, these studies point to common pronunciation mistakes that most young English learners
make. There are many reasons for these pronunciation errors, but most of them are due to the
influence of the mother tongue and ineffective practice methods.

2.3.3: Comparison between studies

Through research articles showing common pronunciation errors of students at universities

abroad (specifically Sudan), we can see some similarities and differences in the errors they often
make.
First, regarding similarities, students in Sudan and Vietnam are often influenced by their mother
tongue when pronouncing. In Arabic and Vietnamese, there are no consonants such as /ð/, /θ/, /ʃ/
etc., so students find it difficult to pronounce these sounds correctly.

In addition, the similarity is also shown in the fact that students easily confuse short vowels and
long vowels due to many pronunciation variations and inconsistencies in English spelling.
In addition to similarities, these studies have differences in common student errors. First,
Sudanese students tend to rely on phonetics from Arabic when trying to pronounce English
words while Vietnamese students are not affected by this factor from their mother tongue.

Second, Vietnamese students (especially students from northern Vietnam) often tend to confuse
some consonant pairs due to the region they live in, while Sudanese students do not.
In general, regardless of the region, students will be easily influenced by their mother tongue
while learning English so they can easily make pronunciation mistakes. However, depending on
the region, those errors have differences such as vowels, consonants, and intonation.

E. I. Hassan. Published 25 November 2014. Pronunciation Problems: A Case Study of English

Language Students at Sudan University of Science and Technology.
https://www.ccsenet.org/journal/index.php/ells/article/view/42575

Moosa, M. H. (1979). Difficulties of Learning the Pronunciation and Structural Differences

Between Arabic and English. MA Dissertation, Library of Saudi Arabia, Educational mission;
Texas.

Swan, M., & Smith, B. (2001). Learner English: A Teacher’s Guide to Interference and Other
Problems. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511667121

Alkhuli, M. A. (1983). English as a Foreign Language. Ph.D Dissertation, King Abdul Aziz
Public Library.

Crutteden, A. (1994). Gimson’s Pronunciation of English. London: Edward Arnold

O’Connor, J. D. (1980). Better English Pronunciation (2nd ed.). Cambridge: Cambridge

University Press

Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages.
Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667206

Yule, G. (1996). The Study of Language (2nd ed.). Cambridge: Cambridge University Press.
Phan, T. M. U., Nguyen, T. T. H., & Nguyen, T. Q. G. (2021). Some common errors in English
speaking class of English majored freshmen at Tay Do university, Vietnam. European Journal
of English Language Teaching, 6(3).
Dang, T. H., Chau, T. H., & Diep, C. T. (2022). A Survey on Common Errors in Studying
Speaking Skill of English-Majored Freshmen at Tay Do University, Vietnam. European Journal
of English Language Teaching, 7(3).
AN, T. K. M. (2021). AN INVESTIGATION INTO THE COMMON PRONUNCIATION
ERRORS MADE BY YOUNG LEARNERS. Journal of Science and Technology-IUH, 52(04).
Nguyen, T. P. N., Do, T. P. T. (2021). English Consonant Pronunciation Errors of First Year
Students at Posts and Telecommunications Institute of Technology. IOSR Journal of Research &
Method in Education (IOSR-JRME)