Facilitation and interference of

The features of phonemic interference
Degree of palatalization
The loss of aspiration
The place of articulation
Shortening the duration of long vowels
The pronunciation of English /o, o: , u, u:/ with lip protrusion
The use of the wrong allophone of the
phoneme

The Impact of Mother Tongue Interference

and Facilitation to Students’ Pronunciation
There are four criteria of mother tongue interference impact made by the students, namely:


Consonant Errors: In this case, students make pronunciation error in consonants: /tʃ/, /ʒ/, /dʒ/, /b/, /k/ / ŋ/, /m/,
/v/ and /ð/. For example, cabbage = /kæbidʒ/ some students pronounced /kᴧbəd/, ka:bed/, /kæbedʒ/, /kæbed/.
Another word like church = /tʃᴈ: tʃ/, they pronounced /kᴈ:rt/, /tʃu: tʃ/, /keʊrt/, /kurt/. It is caused in their first
language there is no consonant /tʃ/ and the vowel is interfered by their vowel in first language. In word prestige
= /pre’sti:ʒ/, they pronounced /prestig/, /prestik/, /perestig/, /prestiʒ/. When student pronounce judge = /dʒᴧdʒ/,
they make it to be /dʒudʒ/, /dʒuk/, /dʒeh/, /dʒun/. They don`t change the vowel of the word because in their first
language to pronounce/u/ is /u/ too. It also happened in the word cover = /kᴧvə(r)/, it was /kəʊə(r)/, /kᴧfer/, /tʃɒvər/,
/kɒver/. Moreover, not only unchanging vowel they use /v/ like /f/, but they also make no difference between
consonant /v/ and /f/. In word carrot = /‘karət/ some students make it to be /keret/, kerət/, /kᴧret/, /kᴧrɔ:t/.
In the word larger = /la:dʒə/, there are students who spell /la:rge/, /le dʒər/, /leiger/, /la:rd/. The word coming =
/kᴧmɪŋg/ students speak /kɔ:miŋg/ and plum = /plᴧm/ became /plʊm/, bathe = /beið/, became /bᴧðə/, /betə/,
maze = /meiz/ change to /mes/, /mez/ /mes/.


Vowel Errrors: For vowel sounds, students also make mistake but it is not as many as in consonants sounds.
They make error pronunciation in sounds /u/, /i:/, /æ/, /u:/, /ᴈ:/, /eɪ/, /ai/, /əʊ/, /ɪə/, /eə/, /ʊə/,
/ᴧ/, /ɑ:/ and Proc /e/. Vowel /u/ in usual = /ju:ʒuəl/ which pronounce /usəl/, /unsuəl/, /əseil/, /usuəl/,
/əsuəl/. The mistake in word cheese = /tʃi:z/ which pronounce /tʃes/, /keʃ/. The word antique = /an’tik/
which pronounce /æntikui/, /æntikiu/, /etik/. The word Food = /fu:d/ they changed to be /fo:d/. The
word shirt = /ʃᴈ:t/ students pronounce /sᴈ:t/, /sirt/, /set/. The word say =/ seɪ/ which was /sai/. When they
pronounce buy = /bai/, it became /bui/, /bei/. The word although = /ɔ:lðəʊ/ to be /ɔ:lðɔ:/, /ɔ:ltɒk/.
The same mistake for the word beer = /bɪə(r)/ become /ber/, /beər/, /bᴈ:(r)/. For word hair = /heə(r)/,
the mistake are /her/, /hᴈ:r/. Word far = /fɑ:/ some students say /fᴧ(r)/, /fa:r/, pull = /pʊl/ they
pronounce /pᴧl/. It also happen to the other word, students feel confused how to pronounce
these words because sometimes the alphabet u would be said /ᴧ/, e to be /i:, /ai/ became /eə/.
However, to understand what they should pronounce is important but sometimes they feel confused
what sounds must they use in the word because their first language does not have vowel sounds as
many as English.

There are three principles to use to correct students’ errors: (i) use techniques (and practice) to improve students’ accuracy, (ii)affective factors of the students’ needs to be taken into account, and (iii) the manner of correction should not be face-threatening to the learners. Several solutions are presented here to overcome and prevent the students from applying L1 interference in their speech. First, teachers may apply the Audio-lingual Method that emphasizes correct pronunciation of the TL words. In applying the Audio-lingual method, they can effectively teach the most accurate sounds for English.Second, the Phonetic Method is another appropriate method that focuses on detailed pronunciation of every sound. Unlike others, this method suggests that teachers employ phonetic transcription as their writing system.It is also recommended that the learners use narrow phonetic transcriptions to avoid errors in pronunciation. Another expert Stevick proposes mastering segmental features through pronunciation drills. In this way, the learners will notice the distinction between L1 learners and the pronunciation of native speakers. Lastly,it is suggested that professional educators use the Phonic-based Approach, which is also employed by native speakers, to teach pronunciation to beginners to pronounce the sounds correctly since English has no precise correspondence between its spellings and its sounds.

The Solutions to Avoid Interference and Facilitation

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