Journal of Languages and Translation
Volume 6, Numéro 2, Pages 120-132
2026-07-01
Phonological Transfer In The Acquisition Of English Consonant Clusters By Arabic Speakers
Authors : Khelf Yakout .
Abstract
This article investigates the pronunciation challenges that Algerian Arabic-speaking learners of English encounter when producing consonant clusters, which are common in English but structurally limited in Arabic. The study aims to identify the types of phonological modifications learners employ and to determine the extent to which these patterns reflect transfer from their first language, as well as from French, their second language. To achieve this objective, the research examines the oral production of ten EFL students enrolled at Tahri Mohamed University of Bechar. Twenty English words containing initial and final consonant clusters of varying complexity were selected, and participants’ pronunciations were recorded for detailed analysis. The methodology combines auditory transcription with acoustic analysis performed using PRAAT software. This dual approach allows for a precise examination of segmental features, including epenthetic vowel insertion, consonant substitution, and cluster simplification. The findings reveal consistent phonotactic transfer from the learners’ native language, with frequent use of inserted vowels, often schwa-like, to break up difficult clusters. Over-articulation of final consonants and substitution patterns influenced by French were also observed. Differences related to proficiency level emerged, indicating that more advanced learners tend to approximate target-like pronunciation more closely, although L1 constraints remain noticeable across the sample. The study concludes that consonant cluster production constitutes a persistent challenge for Algerian EFL learners due to cross-linguistic interference and multilingual phonological interaction. These results demonstrate the need for targeted pronunciation instruction within EFL curricula, particularly activities that focus on cluster recognition, articulatory training, and awareness of L1 transfer. By highlighting the systematic nature of learners’ difficulties, the article contributes to a deeper understanding of second language phonology and offers pedagogical implications for improving learners’ intelligibility in spoken English.
Keywords
Consonant clusters ; Epenthesis ; L1 interference ; Phonological transfer ; PRAAT analysis
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