Abstract

This study investigates pronunciation difficulties faced by 200-level English Second Language (ESL) learners in the Faculty of Arts at the University of Buea. Pronunciation plays a critical role in effective communication, yet it remains one of the most challenging aspects of language learning for ESL learners. The study aims to identify the specific areas where students encounter difficulties and the underlying causes.

Data was collected through pronunciation tests, oral interviews, and surveys involving 200-level students. These students come from various linguistic backgrounds, with many having English as their second or third language. The tests were designed to evaluate students’ ability to pronounce vowels, consonants, stress patterns, and intonation.

The findings reveal that the majority of students face challenges with certain English sounds that do not exist in their native languages. Vowel sounds, such as /ɪ/ and /i:/, as well as consonants like /θ/ and /ð/, are commonly mispronounced. Additionally, the study highlights difficulties in mastering English intonation and stress patterns, which are essential for conveying meaning and maintaining fluency.

The research also explores the role of mother tongue interference in pronunciation difficulties. Many students apply the phonetic rules of their native languages when speaking English, leading to incorrect pronunciation. This is especially prevalent in students from francophone regions, where the French phonetic system influences their English pronunciation.

Another factor contributing to these pronunciation challenges is the lack of exposure to native English speakers and insufficient practice. Most students rely heavily on classroom instruction without engaging in real-life conversations with fluent English speakers, limiting their ability to refine their pronunciation skills.

In conclusion, the study underscores the need for targeted pronunciation training for ESL learners at the University of Buea. Recommendations include the integration of more pronunciation-focused activities in the curriculum, increased exposure to native speakers, and the use of language labs for practice.

Keywords: pronunciation difficulties, ESL learners, University of Buea, vowel sounds, consonants, intonation, mother tongue interference, language learning.