Date of Award
1-1-2024
Document Type
Dissertation
Degree Name
Ph.D. in Second Language Studies
First Advisor
Vance Schaefer
Second Advisor
Tamara Warhol
Third Advisor
Jimin Kahng
Relational Format
dissertation/thesis
Abstract
This study investigates the phonological challenges and adaptive strategies employed by 30 first-year university students majoring in English from three distinct Saudi Arabian dialect backgrounds—Najdi, Hijazi, and Hasawi—in perceiving and producing English onset biconsonant and triconsonant clusters. Exploring dialectal variations, the research aims to understand how these phonological characteristics influence the acquisition and intelligibility of English pronunciation among Saudi learners. Utilizing a combination of perception tasks through ABX discrimination tasks and production tasks inspired by the Labovian model, the study provides insights into the dialect-specific phonological challenges faced by the participants.
Key findings reveal that Najdi speakers demonstrate higher proficiency in both perceiving and producing English consonant clusters, particularly biconsonant clusters, compared to their Hijazi and Hasawi counterparts. This proficiency underscores the significant role of L1 phonotactic knowledge in L2 phonological learning, highlighting the adaptability and cognitive flexibility of Najdi speakers in handling both familiar and unfamiliar phonological patterns.
Furthermore, the study identifies distinct phonological repair strategies employed by speakers to address challenges unique to their dialects. While Najdi speakers commonly substitute /p/ with /b/, Hijazi speakers occasionally adapt by substituting /θ/ with /t/, reflecting the phonotactic constraints and opportunities within their dialect for phonological adaptation.
The investigation into the impact of dialectal variations on L2 English pronunciation intelligibility indicates that Hijazi and Hasawi speakers' reliance on repair strategies and their challenges with clusters not present in their L1 dialect suggest a noticeable L1 influence, thereby affecting their pronunciation intelligibility. Contributing to a broader understanding of second language phonological acquisition, this study emphasizes the need for dialect-sensitive language instruction, advocating for pedagogical strategies that recognize the unique phonological landscapes of learners. This approach aims to enrich language teaching practices within linguistically diverse settings, fostering more effective and engaging language learning experiences across different educational levels.
Recommended Citation
Balbaid, Abdullah Ahmad, "The Role of L1 Dialect Phonotactics on the Production of L2 English Phonotactics by Saudi EFL Learners" (2024). Electronic Theses and Dissertations. 2788.
https://egrove.olemiss.edu/etd/2788