Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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1. Nyelvi rendszerek és jelentésleírás
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A contrastive analysis of British English RP and Arabic MSA sound systems • Hala Saed
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4. Conclusion

4. Conclusion

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the present paper, a brief description of the consonants and vowels of both languages has been introduced and then compared. On the one hand, this analysis shows that English RP and MSA share a large number of phonemes such as [m], [b], [s], [iː], [uː]. These similarities usually help learners to pronounce such sounds, so L1 transfer most often takes place in cases when the speaker uses one of the shared phonemes pronouncing L2 phonemes. However, the problem arises when the speaker has no adequate linguistic knowledge of L2 to differentiate between English RP [ɹ] and MSA [r], for example, which would not affect the meaning but it will indeed affect the proficiency level of pronunciation and development.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

On the other hand, the number of differences between the phonologies of English RP and MSA is considered more significant, where it is found that the number of missing phonemes was higher than the shared ones. A gap in L2 linguistic knowledge is a result, that will mostly be filled with L1 linguistic knowledge as an alternative, or what is called L1 interference. In phonology, when L1 interference takes place learners usually use the closest alternative of the missing phoneme according to what they heard as in cases like pronouncing /stuːbɪd/ instead of /stjuːpɪd/, using the Arabic long vowel /u:/ instead of the English glide plus vowel /juː/, as well as using the Arabic /b/ instead of English /p/. Another case is pronouncing /maːrkɪd/ instead of /mɑːkt/, where most of the English RP phonemes were replaced with Arabic phonemes showing that it will not only affect the level of proficiency as in case of the positive transfer but will result in misunderstandings and miscommunication.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The present study shed light on several significant differences and similarities, that will indeed help to locate such instances of L1 transfer and interference with L2 made by learners of both languages will lead to enhance the process of learning and teaching L2 pronunciation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Further research may have to be conducted about the differences and similarities between MSA and different Arabic varieties to see if the speaker uses the same phonological repair strategies that are used in pronouncing the English language, to pronounce other languages or other varieties of his/her mother tongue, as in the case of MSA and its dialects. In other words, does a language learner follow patterns producing dialects and varieties of his/her L1 similar to those used in producing L2? If so, to what extent do different dialects of Arabic affect the pronunciation of the English language?
 
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