Abstract:
This study investigates the problems of pronunciation among
Sudanese EFL learners. The subjects of the study were (50)
students from Sudan International University (SIU), and instructors
from the same university and other Sudanese universities.
The tools used for data collection were classroom observations, a
written test, an oral test and teachers’ interview. The data collected
were analyzed statistically and descriptively. The findings of the
analysis revealed that Sudanese EFL learners had problems with
pronunciation of English vowels, particularly, those that have more
than one way of pronunciation, in addition to the consonant
sounds.
These problems could be due to factors such as the differences in
the sound system of Arabic language and English language
(mother tongue interference), spelling and pronunciation
competence. The findings will be useful in teaching methodology,
classroom activities and designing English courses that are related
to pronunciation and listening and speaking skills. The
recommendations of this study are to give extra practice to the
student to bridge the gap between performance and recognition
introducing English sounds at the beginning of general English course
should be considered.
