The Role of Phonetic Training in Enhancing Pronunciation for Dari-English Bilinguals

Аннотация

INTRODUCTION Pronunciation is critical in second language Literature Review acquisition, particularly for Dari-English bilinguals Research emphasizes the importance of phonetic who face challenges due to distinct phonological training for pronunciation improvement. Studies differences between the two languages. Phonetic show that bilingual learners, especially those training focuses on articulation, intonation, and transitioning between dissimilar phonological rhythm, offering a practical approach to systems, benefit from targeted pronunciation overcoming these issues. Key difficulties include instruction. Phonetic training can also address English sounds absent in Dari, such as dental fossilized errors, particularly when introduced fricatives /θ/ and /ð/. If pronunciation errors early. The integration of technology, such as persist, they can become fossilized, making them Computer-Assisted Pronunciation Training harder to correct over time. This article explores (CAPT), further enhances learning by offering how phonetic training, supported by technology, personalized feedback and practice opportunities. helps Dari speakers improve English pronunciation and intelligibility. METHODOLOGY This study employs a mixed-methods approach to https://www.theamericanjournals.com/index.php/tajas 8 THE USA JOURNALS THE AMERICAN JOURNAL OF APPLIED SCIENCES (ISSN – 2689-0992) VOLUME 06 ISSUE06 investigate the role of phonetic training in the significance of pronunciation improvements enhancing pronunciation skills among Dari-English between the experimental and control groups. bilinguals. The research design consists of both Descriptive statistics, including means and quantitative and qualitative components, allowing standard deviations, were calculated to assess for a comprehensive analysis of the effectiveness of overall performance. phonetic training methods. Qualitative data from the interviews were Participants transcribed and analyzed thematically. Key themes related to the effectiveness of phonetic training, The study involved a sample of 60 Dari-English participant challenges, and perceived changes in bilingual learners, aged 18 to 35, who were intelligibility were identified, providing a deeper enrolled in English language courses at various understanding of the impact of phonetic training educational institutions in Uzbekistan. Participants on pronunciation skills. were divided into two groups: an experimental group that received phonetic training and a control Ethical Considerations group that received standard language instruction All participants provided informed consent before without a specific focus on pronunciation. participating in the study. The research adhered to Data Collection ethical guidelines, ensuring confidentiality and the right to withdraw from the study at any time 1. Pre- and Post-Tests: Both groups completed without penalty. pre-tests assessing their pronunciation accuracy in English, focusing on specific sounds challenging for Phonological Differences Between Dari and Dari speakers, such as the dental fricatives /θ/ and English /ð/. Following the intervention, post-tests were The phonological systems of Dari and English are conducted to evaluate improvements in markedly different, presenting unique challenges pronunciation accuracy. for Dari-English bilinguals. Dari, an Indo-Iranian 2. Phonetic Training Program: The language, has a simpler vowel system compared to experimental group underwent a structured English and lacks several consonant sounds crucial phonetic training program over a period of six for English pronunciation. For instance, the English weeks, incorporating techniques such as minimal dental fricatives /θ/ (as in "think") and /ð/ (as in pair drills, shadowing exercises, and Computer- "this") are absent in Dari, making them difficult for Assisted Pronunciation Training (CAPT). The Dari speakers to master (Rasouli, 2018). training sessions focused on articulatory Additionally, English's tonal and stress patterns, descriptions and practical exercises aimed at which differ significantly from those in Dari, often addressing the specific phonological challenges lead to stress placement and intonation issues faced by the participants. among Dari speakers. Understanding these differences is essential for designing effective 3. Qualitative Interviews: After the completion phonetic training programs that target the specific of the training program, semi-structured challenges faced by Dari-English bilinguals. interviews were conducted with participants from Example: A Dari speaker might say, "I tink it's a the experimental group to gather qualitative data good idea," instead of "I think it's a good idea," on their experiences and perceptions of phonetic substituting /θ/ with /t/. training. These interviews provided insights into the effectiveness of various training methods and The Impact of Phonetic Training on participants’ self-reported improvements in Pronunciation Accuracy pronu