Investigating the Difficulties Encountered Iraqi EFL Learners in Pronouncing Multisyllabic English Words

Abstract

It is expected that the Spoken language is the first skill that learners of a language must acquire. This is due to the fact that spoken language is the most significant of every method of communication. On the other hand, when it comes to English as a Foreign Language (EFL), students face a variety of challenges that restrict their capabilities. One of the most important phenomena that occurs in the process of learning English as a foreign language (EFL) is the fact that the majority of learners are unable to correctly and fluently utter the English language. The objective of the research is to investigate the difficulties that high school students have when attempting to appropriately pronounce multisyllabic English words. This investigation was carried out in an effort to evaluate the effects of the English course that were represented in the difficulties that learners had in correctly pronouncing English verbs. The responses of students in their second year of high school were surveyed, and the results were acquired through the use of two different instruments. As part of an effort to provide a more in-depth diagnosis regarding issues with English pronunciation, a list of terms was distributed to a sample of fifty Iraqi male students attending three different secondary schools. It is given that analyses of the syllabi are presented in order to provide further details regarding the subject that was studied. According to the findings of the study, remedial pronunciation activities, practice of verbs that are confusing, and phonics procedures should be implemented throughout the course.