Error Analysis of Pronouncing English Vowel Sounds by Iraqi University Learners

Main Article Content

Nidham Sheet Hameed, Aalaa Yaseen Hassan, Mahasin Abdulqadir Hasan


Learning English as a foreign language requires learners to understand and cope with its new sounds that do not exist in their mother tongue. This study attempts to describe the types of difficulties in learning English vowels and determines the types of errors committed by learners. The sample of this study is composed of two main groups, each of which consists of (20) participants, the first and second-year students at Al-Nisour University College for the academic year 2021-2022. The qualitative and quantitative methods are used in the analysis. The concentration is on Hemchua and Schmidt's (2006) classifications of errors to identify incorrect pronunciation. The researchers used two instruments; an audio recording and a questionnaire. The audio recording is used to catch the learners’ speech, and the questionnaire proved whether the learners received enough training in English vowels or not. Descriptive analysis showed the frequencies and percentages of the correct and wrong pronunciation. The findings showed that first-year students are better than second-year students. The most common type of errors found in the learners’ pronunciations was misformation, omission, and addition that came after them. Most students faced difficulties in the front position and the back position of the tongue, and some in the central position. The research confirmed that receiving enough training and complete knowledge may help students recognize categories of English vowels easily.


Article Details