Investigating Difficulties Faced by Iraqi EFL Learners in Pronouncing the Letters 'ng' in Different Positions of English Words

Abstract

The enhancement of undergraduate oral proficiency and communicative competence represents a crucial aspect of the English language learning process. This study investigates the pronunciation difficulties of Iraqi learners of English as a foreign language at the undergraduate level in producing the English letter sequence ng in various phonological environments. Both quantitative and qualitative methodologies are employed. Data are collected from 245 undergraduate students at University of Baghdad who were tested on the pronunciation of 20 target words representing four phonetic realisations of ng: /ŋ/, /ŋɡ/, /nɡ/, and /ndʒ/. Their responses are analysed in terms of accuracy rates, with results presented in tables and percentages. The findings indicate that Iraqi students consistently struggled with the correct pronunciation of ng, with error rates often exceeding 65% across several word items. Words such as longish, language, ingredient and ranger proved most problematic, stemming from several factors, including orthographic confusion, limited awareness of morphological structure, difficulties with stress placement and syllable division, and insufficient pedagogical support.