Publication Details
Abstract
This study examines the impact of native language (L1) phonology on target language (L2) pronunciation, with a focus on the processes of phonological transfer and interference in second language acquisition. The research explores how differences in phonemic inventories, syllable structures, stress patterns, and intonation systems between L1 and L2 influence learners’ ability to produce accurate and intelligible speech. Drawing on theoretical frameworks from contrastive analysis and interlanguage theory, the study analyzes common pronunciation errors that arise due to negative transfer from the native language.
The research employs a qualitative and descriptive approach, incorporating speech samples from language learners to identify recurring phonological deviations. Particular attention is given to both segmental features (such as vowels and consonants) and suprasegmental features (including stress, rhythm, and intonation). The findings reveal that learners tend to substitute unfamiliar sounds with those present in their native language, simplify complex syllable structures, and transfer prosodic patterns, which often results in reduced intelligibility.
The study highlights the importance of phonological awareness and targeted pronunciation instruction in overcoming L1 interference. It suggests that incorporating phonetic training, minimal pair exercises, and communicative practice into language teaching can significantly improve learners’ pronunciation skills. The research contributes to the field of applied linguistics by providing insights into effective strategies for addressing phonological challenges in second language learning.