UNDERSTANDING ENGLISH LANGUAGE LEARNERS’ EXPERIENCES IN PHONOLOGICAL ACQUISITION (PRONUNCIATION CHALLENGES AND STRATEGIES)

Muhammad Surya Rifqi, Ahmad Daniel, Rara Khaira Humaira, Zahratus Syifa

Abstract


This study investigated the experiences of English language learners in phonological acquisition, particularly focusing on the challenges encountered in pronunciation and the strategies employed to overcome them. Pronunciation is critical for effective communication, yet many learners struggle with phonological aspects due to native language interference, limited exposure, and psychological factors such as anxiety and lack of confidence. A qualitative research method was employed, involving structured interviews with seven English department students from STAI RAKHA. Results revealed that learners face difficulties distinguishing similar sounds, replicating unfamiliar phonemes, and often rely on their native language’s phonetic structures, which leads to errors. Participants cited strategies such as active listening to native speakers, imitation, and the use of digital tools for self-practice and feedback as helpful. Additionally, the study highlighted the crucial role of teachers and a supportive learning environment in facilitating phonological improvement. The findings offer insights for educators to support students in overcoming pronunciation obstacles and achieving better proficiency in English

Keywords


Language Learners, Learners’ Experience, Phonological Acquisition, Pronunciation Challenges and Strategies

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References


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SKETCH JOURNAL: Journal of English Teaching, Literature and Linguistics is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.