From Perception to Production: Common Pronunciation Errors in Libyan EFL Classrooms
DOI:
https://doi.org/10.37376/fesj.vi20.7794Keywords:
errors, errors analysis,, interlingua,, intralanguage, pronunciation.Abstract
Errors are seen as an essential component of language learning in general and second language acquisition (SLA) in particular. In order to comprehend the process of second language acquisition, SLA experts have long been interested in the phenomena of error. Additionally, researchers believe that second language teachers will be better able to identify the process of L2 (second language) learning if they have a better understanding of the sources of learners' errors. Consequently, the development of second language learning will be successful if learners' errors are identified, categorized, and explained. The purpose of this study is to provide a brief description of the many errors in pronunciation made by Libyan EFL (English as a Foreign Language) students. A quantitative approach was used to collect and analyze the study's data. Seventeen undergraduate students from the University of Benghazi's Department of English participated. The findings indicate that learners commonly struggle to distinguish certain sounds, substitute one sound for another, create gaps between sounds, pronounce long words, and properly apply stress and intonation.
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