Abstract

This study investigates pronunciation variation among 400 level English as a Second Language (ESL) students at the University of Buea. Pronunciation is a key component of language learning, and ESL learners often exhibit variation due to several influencing factors, including their native languages, exposure to the target language, and linguistic environment. The research explores how these factors contribute to differences in pronunciation among advanced-level students and identifies common patterns of variation.

Data was collected through phonetic assessments, recorded oral presentations, and interviews with students. These methods were designed to evaluate students’ pronunciation of key English sounds, particularly vowels and consonants that are challenging for ESL learners. The focus was on identifying areas where students’ pronunciation deviates from Standard English norms and determining the reasons behind these variations.

The findings reveal a significant degree of variation in pronunciation among the students. Many struggle with English sounds that do not exist in their native languages, such as the /θ/ and /ð/ sounds (as in “think” and “this”). Some students replace these sounds with /t/ and /d/, respectively, leading to a distinct pronunciation pattern. Additionally, vowel sounds like /æ/ (as in “cat”) and /ɜː/ (as in “bird”) pose challenges for students, leading to inconsistent articulation across speakers.

Regional dialects of students’ native languages, such as Cameroonian Pidgin English and local indigenous languages, also contribute to pronunciation variation. These dialects influence the way certain sounds are articulated, particularly in stress patterns, intonation, and syllable structure. For example, syllable-timed speech, common in many African languages, is transferred into English, which is typically stress-timed. This affects the natural rhythm and stress patterns of spoken English among these students.

Moreover, exposure to both British and American English through media and instruction causes further variation. Students tend to mix elements from both accents, leading to hybridized pronunciations of certain words. This can cause confusion, as there is no consistent standard being followed.

The study concludes by suggesting increased focus on pronunciation practice in the curriculum. Phonetic drills, audio-visual resources, and pronunciation workshops can help ESL learners minimize variation and move towards more consistent and intelligible English pronunciation. Regular feedback from instructors is also crucial for helping students identify and correct their pronunciation errors.

Keywords: pronunciation variation, ESL learners, University of Buea, phonetics, vowel sounds, consonant sounds, syllable structure, regional dialects, stress patterns.