Résumé:
Pronunciation is a vital cornerstone of spoken language, as it directly affects how clearly and confidently a speaker can convey meaning and be understood by others. Therefore, this research aims to investigate the most common pronunciation errors encountered by EFL students, focusing on both segmental and suprasegmental aspects that hinder their communicative competence in the classroom. The subjects of this study include four teachers and a 30 second-year licence students, both are from the department of English at the University of Mohammed Seddik Ben Yahia, Jijel. To collect data, the study employed three research tools: a semi-structured interview with the teachers, a diagnostic oral test, and a focus group discussion with the students. The primary aim of this research is to shed light on pronunciation issues by analyzing and categorizing common errors, identifying their underlying causes, and exploring effective strategies to help learners become more aware of the different realizations of English sounds. To achieve this aim, the study adopted a mixed-method approach, combining both quantitative and qualitative data tools. The quantitative component involves analyzing the results of the students’ oral test, while the qualitative component is based on the analysis of recorded teachers’ interview and students’ focus group discussions. The findings of the study revealed that students are having significant number of pronunciation errors related to consonant and vowel production mainly. The results are classified into three main categories: the most frequent pronunciation errors, the primary causes of these errors, and the most effective strategies to overcome them.
