Investigating the Influence of L1 Interference and Analyzing Pronunciation Errors of English Consonant Sounds and Consonant Clusters Made by Libyan EFL Students

Abstract

    Acquiring pronunciation accuracy and efficiency in the English language by EFL learners is crucial. Yet, this is a challenge affecting Arab Libyan learners as they face difficulties in pronouncing English consonant sounds and consonant clusters. This study focuses on investigating the influence of L1 interference and analyzing pronunciation errors of English consonant sounds and consonant clusters made by Libyan EFL Students, the case study is the International College (the pre-intermediate level) in 2024. Through an oral test, errors made by the students were analyzed, transcribed, and quantified. The study examines the students' pronunciation of specific consonant sounds /ʧ/, /p/, /dʒ/, /v/, /θ/, and /ð/, noting common errors in their production and studying consonant clusters in the initial and final position. The research employed a qualitative approach, including a test to evaluate students’ pronunciation accuracy. A questionnaire was used to gather information from teachers on students' struggles with certain consonant sounds and consonant clusters. The findings highlighted that the primary reason for students' errors was the L1 interference, the influence of their native language on English pronunciation. The results indicated that Libyan EFL learners encounter challenges in pronouncing certain consonant sounds (/p/, /tʃ/, /dʒ/, /θ/, /ð/, and /v/), the highest error rate was /p/, accounting for 32% of the total consonant errors. In addition the consonant sound with the least errors was /v/, which was challenging for only 2% of the total errors. Regarding the consonant clusters, Libyan EFL students frequently simplify these clusters by inserting a vowel to separate them. The results showed that students made errors ‎when they pronounced English consonant clusters that reached 48% in the initial position and it reached 52% in the final position.. Recommendations in the study emphasize the importance of teaching the distinctions between English and Arabic sound systems to help students improve their English pronunciation skills.