An analysis of pronunciation errors made by students of Spanish as a foreign language in the university of Jordan

العناوين الأخرى

تحليل الأخطاء اللفظية لدى طلبة اللغة الإسبانية كلغة أجنبية في الجامعة الأردنية

مقدم أطروحة جامعية

Atum, Farah Ali

مشرف أطروحة جامعية

Jalabnah, Atif Mustafa Muflih

أعضاء اللجنة

al-Salman, Mahmud
al-Duwayk, Badr Said

الجامعة

جامعة الشرق الأوسط

الكلية

كلية الآداب و العلوم

القسم الأكاديمي

قسم اللغة الإنجليزية

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2010

الملخص الإنجليزي

The objective of this study was to account theoretically for the erroneous phonetic performances made by learners of Spanish as an L3 of the second year level in the department of Modern languages at the University of Jordan for the academic year 2008/2009 and 2009/2010.

The study aimed at answering the following questions: 1.

What are the pronunciation errors of consonants and vowels (i.e.

vowels, diphthong, triphthong and hiatus) committed by the learners of Spanish as a foreign language? 2.

Are the committed errors due to change of place of articulation or manner of articulation? 3.

Do the committed errors happen because of interlingual and intralingual influence? 4.

How do positive and negative transfer of errors take place? The researcher selected a sample that consisted of (50) students.

It was chosen randomly out of the total number of students who learn Spanish in the second year department of Modern Languages at the University of Jordan for the academic years 2008-2009 and 2009-2010.

A formal test instrument was used to answer the questions of the study.

To achieve the goal of this study, the researcher referred to Corder‟s (1973 and 1981) and Dulay‟s, Burt‟s and Krashen‟s (1982) theoretical views of Error Analysis.

The result of question (1) revealed that there were errors that took place in (i) consonants and (ii) vowels which include (a) diphthongs (b), triphthongs and (c) hiatuses.

Results related to question (2) revealed that there were consonantal errors which were categorized on the basis of the manner and place of articulations.

Some of the errors maintained their place and/or lost their manner of articulation; whereas, others, lost their place of articulation and/or gained new manner of articulation.

Results related to question (3) showed that errors were classified whether they were interlingual and intralingual errors.

The interlingual errors showed the influence not only of L1, i.e Arabic but also of L2, i.e English to L3, i.e Spanish phonetic system.

The intralingual errors took place due to lack of knowledge that participants had in the Spanish phonetic system.

Results related to question (4) illustrated that the source of transfer of segments was either due to positive or negative transfer.

If the segments were available in L1, L2 and L3, then, participants produce correct pronunciations as a situation of a positive transfer; however, if the segments were different it is because the participants applied the same rules of L1 and L2 to L3 and thus they committed errors due to negative transfer.

التخصصات الرئيسية

اللغات والآداب المقارنة

عدد الصفحات

201

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-691451