A comparative analysis of English and Arabic Connected Speech Processes

Abstract

Many language learners pay little attention to the changes occurring while speaking quickly. English speakers are more prone to employ speech economy techniques in order to convey ideas in fewer words. However, Arab learners of English, who have learnt English in a foreign language environment, may find it arduous to accommodate to the changes syllables, words or function words undergo in rapid speech as they stick to one formal and leisurely variety. newlineThe current study compares similar English and Arabic connected speech processes and suggests Syrian students , majored in English, inability to adjust to the prosodic feature of English. This appears in both misunderstanding connected words and not producing connected utterances when the level of speech is fairly casual. Those students, who are also learners, have learnt English in a context where exposure is restricted to classroom activities, which are, mostly, traditional and lack the communicative purpose. Besides, university subjects and modules do note accentuate the listening and speaking skills. Rather, learning is centred on digesting, evaluating and critiquing literature, save very few modules dealing with grammar, phonetics, composition and language studies. In other words, it is for learners in the first place to memorise concepts, definitions and transcriptions for the sake of passing in a written test, while the practical part is given less attention. Attending this is even optional, so students can easily drop the practical assignment and compensate for it later in the final test. The study argues that learners mother tongue may act positively for better immersion of the target language in areas common to both languages, notably connected speech. newlineA test and questionnaire were conducted to pinpoint learners performance and points of view in both English and Arabic connected speech and pronunciation learning/teaching techniques. While the test targeted twenty-two heterogeneous MA candidates in both linguistics and literary studies, the questionnaire aimed for a hundred and two juniors and seniors at the English Department at Al-Baath University in Syria Homs City. Data were collected either in person or remotely as many students do not attend on a regular basis, and due to COVID-19 restrictions, a myriad of students could not soon join the classes. Nevertheless test results indicated that very few testees could perform well as per the task instructions. Moreover, in instances where two vowels join together through a semi-vowel insertion, many of them separated these two with the help of a pause. Furthermore, questionnaire responses denoted learners incapacity of reaping the benefit of similarities between two languages towards mending learning gaps and maximising language mastery. The findings could answer the questions the research attempts to answer. Further, they verified the research hypotheses from which the test and questionnaire were derived. newlineKeywords: English connected speech, Arabic connected speech, competence, performance, phonetics, native speakers, rapid speech, mother tongue, foreign language, comprehension, production, segmental features, suprasegmental features. newline