Teacher-student phonological transference in a Saudi Arabian EFL context: a case study of ...

322 Pages·2017·5.39 MB·English

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UNIVERSITY OF SOUTHAMPTON

FACULTY OF HUMANITIES

MODERN LANGUAGES

Thesis for the Degree of Doctor of Philosophy in Modern Languages

TEACHER-STUDENT PHONOLOGICAL TRANSFERENCE IN A SAUDI ARABIAN EFL CONTEXT:
A CASE STUDY OF PHONOLOGICAL AND ATTITUDINAL INFLUENCES

by

Wafa Jeza Alotaibi

29 January 2018

ABSTRACT
In the context of teaching pronunciation of English as Foreign Language EFL, many studies have
investigated a range of factors that affect pronunciation (see 2.4). It is considered by Gilakjani
(2012) and Ahmadi (2011) that the influence of learner's mother tongue (L1) is one of the most
significant factors on students' pronunciation. However, among other factors, little research has
investigated EFL teachers' L2 accent, as a cause of L1 influence (see 2.2.1), on their students' L2
outcome (Levis et. al, 2016). This case study examines whether or not there is any significant
segmental phonological influence of Arabic-speaking teachers' language variety in terms of their
dialectal accents on students' L2 English pronunciation of ten consonants /dʒ, ʒ, v, tʃ, ŋ, ɹ, Ө, ð, p,
g/. The original contribution to knowledge of this study is to explore the factors that may affect
Saudi students' L2 English pronunciation linking this to their attitude towards Arabian teachers'
accented English. Different theoretical frameworks are investigated including Transfer and
Markedness theories as well as Contrastive and Error Analysis Hypotheses. The main data
collection methods were student surveys (n=118), recordings of teacher (n=6) and student
pronunciations (n=120, 20 students per a teacher) and students' follow-up interviews (n=15).
Based primarily on clarity of accent, the results of the survey indicate a clear student preference
for Saudi and Jordanian teachers’ oral articulations of English. Data analyses also reveal no direct
relationship between the teachers' L1 Arabic dialectal accents and their students' L2
pronunciation, which contradicts the hypothesis that there is an influence from the teachers' L1
dialects on the students' L2 pronunciation. The main source of the students' deviations counts on
the students' L1 and their previous L2 education in school more than their teachers' L2. Also, the
findings show that in this time of speed technology and social media, the teacher is not the only
pronunciation ideal model in the class as freshman students are exposed to other sources of
English. Moreover, the findings highlight that the students' negative attitude towards certain
accented English does not count for the students' L2 accented pronunciation. It is revealed that
students' accented English claim to their previous education aligning with the Critical Period
Hypothesis (see 2.2.6). A key implication of this research is to consider the dialectal variation
among the teachers' and students' L1 in teaching L2 pronunciation. Moreover, it may be helpful to
stakeholders that the teachers' native-like English pronunciation is not a vital criterion for their
students' proficient pronunciation. Thus, the incidence of having multi-varieties of Englishes in EFL
environment could be concluded as being a healthy condition.
Keywords: Sociolinguistics, English pronunciation, Arabic accented teachers of English, Arab
learners of English, Arabic phonetics, Error Analysis, students' attitude.

Table of Contents
Table of Contents .......................................................................................................... i
Table of Tables .............................................................................................................ix
Table of Figures ............................................................................................................xi
DECLARATION OF AUTHORSHIP .................................................................................. xiii
Acknowledgements ..................................................................................................... xv
Abbreviations ............................................................................................................ xvii
Chapter 1: Introduction ....................................................................................... 1
1.1 Introduction ............................................................................................................. 1
1.2 Pronunciation ........................................................................................................... 1
1.2.1 Definition ................................................................................................... 1
1.2.2 Issues Related to Pronunciation ................................................................ 2
1.2.2.1 English in Saudi Arabia ............................................................................ 3
1.2.2.1.1 Modernization and Saudization ................................................................... 3
1.2.2.1.2 English language teaching in Saudi schools and universities ....................... 5
1.2.2.1.3 Attitude and Perception towards English ..................................................... 8
1.2.2.1.4 The English Language Institute (ELI) ............................................................. 9
1.3 Rationale ................................................................................................................ 11
1.4 Significance ............................................................................................................ 13
1.5 Context and Scope ................................................................................................. 15
1.6 Research Design ..................................................................................................... 17
1.6.1 Methods and sample ............................................................................... 17
1.6.2 Hypothesis and Objectives of the study .................................................. 18
1.7 Conclusion .............................................................................................................. 18
Chapter 2: Review of Literature ......................................................................... 19
2.1 Introduction ........................................................................................................... 19
2.1.1 Research approach .................................................................................. 19
2.2 Related Theories and Hypotheses ......................................................................... 19
2.2.1 Transfer Theory ........................................................................................ 20
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2.2.2 Contrastive Analysis Hypothesis ............................................................. 23
2.2.2.1 Criticisms and Usefulness of Contrastive Analysis Hypothesis ............. 26
2.2.3 Error Analysis (EA) ................................................................................... 27
2.2.4 Markedness Deferential Hypothesis (MDH) ........................................... 28
2.2.4.1 Criticisms of markedness and L2 acquisition ........................................ 30
2.2.5 Input and Output Hypothesis (IOH) ........................................................ 30
2.2.6 Critical Period Hypothesis (CPH) ............................................................. 32
2.3 Related Languages and Varieties........................................................................... 33
2.3.1 English Language ..................................................................................... 33
2.3.1.1 Difference between Native and Non-Native Speaking Teachers ......... 37
2.3.1.2 Varieties of English ................................................................................ 38
2.3.2 Arabic Language ...................................................................................... 40
2.3.3 Arabic and English Phonetic Systems ...................................................... 40
2.3.3.1 Number of Phonemes ........................................................................... 40
2.3.3.2 Comparison of Consonantal Phonemes ................................................ 42
2.3.3.3 Comparison of Vowel Systems .............................................................. 44
2.3.4 Diglossia and Language Varieties ............................................................ 45
2.3.4.1 Diglossia in World Languages ............................................................... 45
2.3.4.2 Diglossia in Arabic ................................................................................. 46
2.3.5 Arabic Dialectical Regions ....................................................................... 48
2.3.5.1 Dialects Selected for Study ................................................................... 50
2.3.5.1.1 Hijazi-Saudi Dialect ..................................................................................... 51
2.3.5.1.2 Egyptian (Cairene) Dialect .......................................................................... 51
2.3.5.1.3 Tunisian Dialect .......................................................................................... 52
2.3.5.2 Segmental Features of the Selected Dialects ....................................... 53
2.4 Possible L2 Pronunciation Influences .................................................................... 56
2.4.1 Linguistic Oriented Influences ................................................................. 59
2.4.1.1 L1 interference to L2 ............................................................................. 59
2.4.1.2 Language Orthography ......................................................................... 61
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2.4.1.3 Model Pronunciation of Teachers ......................................................... 63
2.4.1.4 Age of Learning (AOL) and Length of Residence (LOR) ......................... 64
2.4.1.5 Exposure to the target language ........................................................... 66
2.4.1.6 Potential Difficulties due to Suprasegmental Differences .................... 67
2.4.1.7 Potential Difficulties due to Segmental Differences ............................. 68
2.4.1.8 Most Challenging Phonemes ................................................................. 69
2.4.2 Social Oriented Influences ....................................................................... 72
2.4.2.1 Students' Attitude ................................................................................. 72
2.4.2.1.1 Kinds of attitude ......................................................................................... 72
2.4.2.1.2 Student Attitude towards Teachers' Pronunciation ................................... 73
2.4.2.1.3 Student Attitude towards English Varieties ............................................... 75
2.4.2.1.4 Preference for Native Teachers .................................................................. 76
2.4.2.1.5 Preference for Non-Native Teachers .......................................................... 77
2.4.2.1.6 Perceived Credibility of Teachers ............................................................... 77
2.4.2.1.7 Perceived Competence of Teachers ........................................................... 80
2.5 Theoretical Framework .......................................................................................... 83
2.6 Conclusion .............................................................................................................. 90
Chapter 3: Methodology.................................................................................... 93
3.1 Introduction ........................................................................................................... 93
3.1.1 Description of the adopted design .......................................................... 93
3.1.2 Abductive case study approach ............................................................... 95
3.2 Methodological framework ................................................................................... 98
3.3 Research questions ................................................................................................ 99
3.3.1 Phonological factors ................................................................................ 99
3.3.2 Sociolinguistic factors ............................................................................ 100
3.4 Research methods ............................................................................................... 100
3.4.1 Mapping of the research methods with the research questions .......... 102
3.4.2 Breakdown of the research methods .................................................... 103
3.5 Data collection ..................................................................................................... 105
3.5.1 Phase I: Survey ....................................................................................... 105
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3.5.1.1 Participants ......................................................................................... 106
3.5.1.2 Procedure and Analysis ....................................................................... 107
3.5.2 Phase II: Audio recording/ Classroom observation ............................... 107
3.5.2.1 Audio recordings ................................................................................. 108
3.5.2.1.1 Participants .............................................................................................. 108
3.5.2.1.1.1 Teachers ................................................................................................ 108
3.5.2.1.1.2 Students ................................................................................................ 111
3.5.2.1.2 Design of the speech material and sounds examined ............................. 112
3.5.2.1.3 Procedure and analysis ............................................................................ 115
3.5.2.2 Classroom observation ....................................................................... 121
3.5.3 Phase III: Follow-up Interview ............................................................... 122
3.5.3.1 Participants ......................................................................................... 123
3.5.3.1.1 Teachers ................................................................................................... 123
3.5.3.1.2 Students ................................................................................................... 123
3.5.3.2 Procedures and analysis ...................................................................... 124
3.6 Translation ........................................................................................................... 125
3.7 Pilot study ............................................................................................................ 126
3.7.1 Piloting the survey ................................................................................. 127
3.7.2 Piloting the audio recording .................................................................. 128
3.7.3 Piloting the interview questions ........................................................... 128
3.8 Validity, reliability and transferability ................................................................. 128
3.8.1 Validity and reliability ............................................................................ 129
3.8.2 Transferability........................................................................................ 129
3.8.3 Content validity ..................................................................................... 130
3.9 Methodological limitations and ethical considerations ...................................... 130
3.9.1 Ethical considerations of research ........................................................ 130
3.9.2 Informed consent .................................................................................. 131
3.9.3 Confidentiality ....................................................................................... 131
3.9.4 Subjects ................................................................................................. 132
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