Problems in Pronouncing English Plural Marker-S for Limbu Speaking Basic English Learners.

Abstract

In recent times, pronunciation issues among second and foreign language learners have become a significant global concern. There are two differing perspectives on this issue. One school of thought argues that pronunciation is a critical aspect of language learning and should be given serious attention, while the other maintains that it is not a major concern. This dissertation explores the pronunciation challenges faced by basic-level Yakthung/Limbu-speaking students when learning English. Every language has its own pronunciation system, with some similarities and differences compared to others. Similarities facilitate learning, whereas differences create difficulties. Limbu-speaking English learners experience these challenges, particularly when encountering phonetic contrasts between their native language and English. In the Limbu language, -ha is the plural marker suffix, but the pronunciation of -ha remains the same. Here are two examples: (1) nakca-ha pen-pl. nakcaha 'pens' (2) l-ha computer-pl. lha 'computers' In the first example, ha is after the voiceless sound /c/, whereas in the second example, the same plural marker -ha is used after the voiced sound, but the pronunciation remains the same. To the contrary in the English language, the same plural marker -s is pronounced in three different ways. Here are three examples: (3) hat-s an object that is worn on the head as a part of a uniform-pl. 'hats /hts/' 'more than one hat' (4) king-s the male ruler of a country, one who inherits the position by birth-pl. kings /ki/ 'more than one king' (5) face-s the front part of the head (from forehead to chin)-pl. faces /feɪsɪz/ 'more than one face' In the third example, the plural marker is after the voiceless, and as a result, -s is pronounced /s/. In the fourth example, the plural marker is after the voiced sound. As a result, -s is pronounced /z/. In the fifth example, the plural marker is after the sibilant. As a result, -s is pronounced /ɪz/. After the theoretical discussion, the research suggests that the teacher should understand the problem of L2 learners and treat them accordingly. This thesis projects Optimality Theory (e.g. OT) and methodology to solve the problem. The result brought a hopeful impact. The students were able to pronounce the plural marker -s properly after adopting the action research method. The teacher's main job is to find out the problem and give a solution. Such and such research investigates students' specific difficulties and provides techniques, methods, etc. Since Nepali is a contact language, it has also been used as a medium, and an example is here. Because contact languages have an impact and importance in learning.