An Optimality-Theoretic Analysis of
Errors Made in the Consonant Cluster
System by Yemeni EFL Learners at the
Modern International Institute, Mukalla
:BY
DAHMAN OTHMAN ALAMOUDI
THESIS CONTENT
THIS THESIS CONSISTS OF FIVE CHAPTERS AS
FOLLOWING:
1. Introduction
2. Literature Review
3. Methodology
4. Findings and Discussion
5. Conclusion and Recommendatins
Abstract
This study investigates the consonant clusters pronunciation difficulties
faced Yemeni EFL learners. The study adopted a quantitative approach.
The sample of the study were 30 Yemeni EFL male learners in their final
course at the Modern International Institute. The researcher used one
instrument to collect data which was a pronunciation test. The used the
Optimality Theory in order to identify participants' errors and give an in-
depth analysis for the errors. The results illustrated that Yemeni EFL
learners made errors in the consonant clusters in both positions (the
onset and the coda). They faced more difficulties in the coda position
especially in (-CCC) and (-CCCC). The participant tended to use
epenthesis in order the simplify the pronunciation of the consonant
clusters. The study provided some theoretical and practical
recommendations.
1. Introduction
1.1 Background of the study
The researcher started with addressing the area of the
study which phonology.
Then, the researcher illustrated the significance of
pronunciation because it is the field of the study and
provide some previous studies in the same vein.
After that, the researcher indicated the reasons that cause
difficulties in pronunciation taking into consideration prior
studies also.
Finally, the researcher introduced the context of the study
which was Yemen, Hadramout, Mukalla, the MII.
1.2 Statement of the Problem
This current study aims to optimality-theoretically analyze errors in the
consonant cluster system made by EFL Yemeni learners at the Modern
International Institute (MII). According to some informal interviews with
some teachers who work at the MII, the researcher made sure that EFL
learners at the MII encounter this problem which is mispronouncing English
consonant clusters.
Relatively, many studies were conducted in this regard which found that
EFL Arab learners have problems in the consonant cluster. For instant,
Na'ama (2011) reported that Yemeni EFL learners face problems in
pronouncing the English consonant clusters. In the same vein, Hago and
Khan (2015) found that Saudi EFL learners have difficulties in the
pronunciation of the consonant clusters. Also, Zabiya (2017) conducted a
study among Libyan EFL learners and found that they encounter problems
in the consonant cluster system pronunciation.
Statement of the Problem 1.2
Furthermore, Jubier (2019) carried out a study in the same context and the
results showed that Arab EFL learners face difficulties in the pronunciation of the
consonant clusters. More relevantly, Al-Yami (2021) reported that Saudi EFL
learners have problems in the consonant cluster pronunciation in both positions,
the onset and the coda. Finally, a recent study conducted by Assunitan (2023)
indicated that Arab EFL encounter difficulties in pronouncing the consonant
clusters.
Regarding what has been mentioned above, it is obvious that Arab EFL learners
encounter problems in the consonant clusters (CCs). Moreover, many studies
have addressed this phenomenon as a phonological analysis of errors in the
Yemeni as well as the Arab context. In addition, there were some studies in the
Arab context in which Optimality Theory is used to analyze the errors made by
Arab EFL learners, yet to the best of the researcher's knowledge none of which
was conducted in the Yemeni context, therefore, the researcher assume that
this is the first study carried out using an Optimality Theoretic analysis of errors.
Statement of the Problem 1.2
Respectively, since this study is assumed to be the
first done in the Yemeni context, it may give an in-
depth analysis of errors that may contribute to
increase the awareness of these repetitive errors
encountered by Yemeni EFL learners. This study would
be of great help for teachers to concentrate on how to
provide an aid to Yemeni EFL learners to reduce or
overcome this problem.
and 4 Research Objectives and Qs 1.3
1.3 Research Objectives:
To investigate the errors made in pronouncing the consonant clusters by
Yemeni EFL learners at the MII using the Optimality Theory (OT).
To identify in what position (the onset or the coda) Yemeni EFL learners at the
MII encounter more difficulties to pronounce the consonant clusters using the
Optimality Theory (OT).
1.4 Research Questions:
What are the errors made in pronouncing the consonant clusters by Yemeni
EFL learners at the MII in accordance with the OT?
In what position (the onset or the coda) do Yemeni EFL learners at the MII face
more difficulties to pronounce the consonant clusters in accordance with the
OT?
Significance 1.5
There have been many studies investigating errors made in pronouncing the
consonant clusters by Arabs and specifically Yemeni EFL learners such as
(Na'am, 2011; Hago and Khan, 2015; Zabiya, 2017; Jubier, 2019; Al-Yami, 2021;
Assunitan, 2023), yet when it comes to the studies which were carried out in
the Yemeni context, none of which used the OT to analyze the errors committed
by Yemeni EFL learners in the consonant cluster system. Therefore, the
significance of the study lies in that the researcher assumes that this is the first
attempt to use the OT in order to analyze the errors which gives more
understanding to the topic under study, in addition, OT provides a clear picture
of this phenomenon being investigated (Al-Yami, 2021). Furthermore, the
present study may be of great help for teachers and instructors of English
language, since it would present some suggestions that might be useful to
them. Moreover, the study would include suggestions that may benefit the
Yemeni EFL learners to overcome the problem being investigated.
Limitations 1.6
The current study focuses on phonologically analyzing the phenomenon
of mispronouncing the consonant clusters without giving much attention
to the reasons of this problem as well as the strategies students use to
pronounce them. The study investigates this problem only among
Yemeni EFL male learners and excludes females because the researcher
has no accessibility to female learners. Also, it includes only 30 male
participants due to time constraints, but other studies may take more
participants to help generalize the results. In addition, the present study
is carried out at only one institute, yet other studies may include more
than one institute for the purpose of generalization. Only one instrument
is used in this study, but further research would use more instruments to
thoroughly study the problem in-depth.
Literature Review .2
2.1 Theoretical Background
Arabic and English syllable structure:
English allows two, three and four consonants cluster
(CC), (CCC) and (CCCC) whereas Arabic allows only
(CC) specifically in the coda position unlike English
that permits consonant clusters in both positions.
The OT :
Input GEN Cans EVL&Cons
Output
3. Methodology
The research design is a quantitative approach in which percentage were
used to interpret the results
Participants were 30 male students at the MII in their last course of diploma
Instrument of the study was a pronunciation test consisted of 40 words that
included consonant clusters
Regarding Procedure of the data collection, the participants were asked to
pronounce the words included CCs and recorded by the researcher after
asking permission.
The data were analyzed after listening to them by the researcher and used
the formula of Sudjono (1989: 79): [(F ÷N) x 100 = p] to interpret
percentages
