Email this article Analysing the acoustic evidence of consonant productions among students at the university level
Abstract
Learners of English as a second language (L2) whose first language (L1) is Indonesian tend to struggle to produce aspirated consonants. This study investigates whether the difficulties came from the interference of the L1 for the production of these sounds: [k], [b], [d], [g] in the final positions, and [p] and [t] in the stressed syllable. This study involved two cohorts of English department university students with different levels of fluency in L2 speech production. The L2 learners were asked to pronounce 25 words from a textbook previously used to teach them. The L2 learners were exposed to a British English-speaking speech model, which became a benchmark for the L2 learners’ pronunciation by asking them to imitate the pronunciation. Annotation of data was conducted twice by a second annotator to ensure the objectivity of the scores given to the L2 learners which was analised using paired sample t-test. Findings suggest that the sounds with the lowest success rate of production were [p] in the stressed syllable, [k], and [g] in the final position. The production was unsuccessful because the L2 learners did not have phonological awareness of how the L2 consonant sounds were produced near-natively and were affected by their L1. The lack of awareness led to the failure to produce [p], [k], and [g] sounds because these sounds did not exist in their L1 and interference of the L1 was embed to the L2 speech production. The format analysis results using PRAAT indicate that there is an improvement in the participants’ pronunciation after exposure to the native speaker’s speech sound. The implication of this research is paramount for L2 learners and lecturers in highlighting the importance of targeted instruction and intervention to address the challenges in speech production. Contrasting the phonetic features of L1 and L2 sounds helped the learners to defer interference in their L2 speech production. This study encourages continuous assessment of L2 learners to ensure that they maintain the consistency of speech production to sound near-native.
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The assessment of the sounds produced by the L2 learners indicated that consonants /k/ and /g/ are the ones that give the most challenges to them. The two sounds are velar consonants, which should be pronounced by putting the back part of the tongue against the soft palate, also known as the velum. The place was at the back part of the roof of the mouth. In this study, it was found that the voiced and voiceless velar sounds were the most difficult to produce because the Indonesian language has a devoicing process where a speech sound that should be voiced is made voiceless. The evidence indicated that the L2 learners could not distinguish between /k/ and /g/ sounds. This inability to distinguish the two sounds resulted in mispronunciation of the words ending in /k/ and /g/, such as back, bag, and dog. Several L2 learners pronounce the word dog as dock. It is apparent that mother tongue interference plays a part in the L2 learners’ pronunciation, altering the English sounds to be slightly different from how they should be pronounced. Near native pronunciation was successfully produced by some L2 learners only after they were trained and exposed to the native speaker sounds. It is important to note that although the pronunciation was not similar to the native, the L2 learners’ pronunciation was still understandable, and they did not alter the meaning of the words. Thus, their speech productions were acceptable, especially because their pronunciation indicated their identity as they carried their mother tongue in their speech. It offered language variety, and their deviance from the English sounds did not mean that they lacked the capabilities to imitate the sounds. It is just that the structure of the L2 was different from their L1 or mother tongue. This interference happens in many languages, and the Indonesian language happens to be one of them.
Implication
From the result of this research, it was discovered that exposing them to the native speaker’s voice and asking them to repeat the model speech sounds gave significant change in student’s pronunciation, especially for difficult consonant sounds like [k], [b], [d], [g] in the final positions and [p] and [t] in the stressed syllable. The exposure was especially useful in evoking natural native-like pronunciation. The results from the targeted instruction and intervention to improve pronunciation indicated the necessity of exposure to the L2 sounds. Further investigation should seek whether continuous assessment could help maintain L2 learners’ understanding of the phonetic features. It is encouraged that further research in this field is conducted for different consonant sounds that make Indonesian students find difficulties in pronouncing the words.
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DOI: https://doi.org/10.21831/ltr.v23i1.67775
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