Phonological transfer and orthographic influence in the pronunciation of Saudi undergraduate EFL learners

Abstract

This study examines the influence of L1 phonological transfer and L2 orthography on the pronunciation of Saudi undergraduate EFL learners. Focusing on English vowels and consonant clusters, the study analysed the pronunciation of 20 EFL learners aged 18-22 through recorded reading tasks transcribed in IPA. The results revealed frequent substitution of English vowel phonemes absent in Arabic with closer L1 equivalents or spelling-driven alternatives. The results also showed that English initial and final consonant clusters posed challenges for Saudi EFL learners. They employed epenthesis and deletion strategies to simplify syllable structures containing difficult clusters. The study highlights the interplay between L1 interference and L2 orthography, showing the persistence of these pronunciation errors despite the efforts invested in formal education. The study also emphasises the importance of explicit instruction on problematic phonemes, gradual cluster training, raising awareness of spelling-pronunciation mismatches, and early intervention to improve intelligibility among Saudi and other Arab EFL learners.