An Analysis of Algerian EFL Learners' Pronunciation Errors. The Case of Fourth Year Pupils AtLabidi Betta Middle School

Abstract

This study is concerned with the identification, analysis and classification of pronunciation errors at the level of the vowel sounds: /ei/, /ai/and /i/ made by fourth year learners at Labidi Betta Middle School (2020/2021). These errors are attributed to two major sources the overgeneralization of English pronunciation rules and the interference of the French vowel sound system. The current study's aim is to assess the extent to which these sources affect learners' pronunciation. To answer the study’s questions, an error analysis on the pronunciation of the target vowel sounds is done. The fieldwork is carried out using a descriptive analytical method with a voice recorder to collect spoken data. The results of the general procedure assert that the two pre-determined sources seem to have a significant impact on the pronunciation of the learners. The essence of this research is that published studies barely discussed the pronunciation of these three vowel sounds: /ei/, /ai/and /i/.