The paper titled "Major phonemic problems of Bangladeshi learners of English: Reasons behind and solutions" focuses on identifying and addressing the significant phonemic challenges faced by Bangladeshi EFL learners. The study aims to explore the root causes of these difficulties and provide practical solutions to enhance pronunciation skills among learners in Bangladesh. The primary focus is on understanding the segmental phonemic differences between Bangla and English, which often lead to mispronunciations and communication issues.
The purpose of the study is to delve into the specific phonemic problems that Bangladeshi learners encounter while learning English, particularly concerning vowel and consonant sounds. The research investigates how the differences in phonemic structures between Bangla and English contribute to these challenges. The study also aims to offer pedagogical implications to improve the teaching and learning of English pronunciation in Bangladesh.
The methodology used in the study involves a qualitative approach, where fifty first-year students from two private universities in Bangladesh were randomly selected. These students were asked to read a script containing English words that were challenging for Bangladeshi learners, and their pronunciations were recorded and analyzed. The study focuses on identifying common mistakes and understanding the learners' difficulties with specific sounds that are absent in their mother tongue.
Key findings of the research indicate that Bangladeshi learners struggle with certain English vowel and consonant sounds that do not exist in Bangla. For example, learners often confuse long and short vowels, struggle with diphthongs, and have difficulty pronouncing certain consonant sounds like /f/, /v/, and /θ/. These challenges are largely due to the interference of the mother tongue and the lack of awareness and exposure to English phonology.
The study concludes that addressing these phonemic challenges requires a focused pedagogical approach that emphasizes awareness of the differences between Bangla and English sounds. Suggestions include making learners aware of their difficulties, providing more communicative activities, and offering regular reinforcement through native or near-native models. The study highlights the importance of integrating pronunciation training into the curriculum to improve the intelligibility and communicative competence of Bangladeshi learners of English. The research contributes to the limited literature on this topic and offers practical solutions for educators and learners alike.