Acquiring English Coda Consonant Clusters by Libyan EFL Learners in the English Department at Sirte University

Abstract

The study explores the production of English coda consonant clusters by fifteen Libyan Arabic learners who were chosen from three proficiency levels (first, fifth, and eighth semesters). From the perspective of the Minimal Sonority Distance (MSD) theory and the Typological Markedness (TM) theory, the study investigated the impact of complex clusters, simplification strategies, sonority patterns, and language development on learners’ interlanguage phonology. A controlled word-list reading task was utilized to collect the study’s data, which included two-, three-, and four-consonant clusters in the word-final position. The quantitative design was employed to analyze the participants’ pronunciation in order to measure accuracy and error types. The findings showed that the participants followed a clear hierarchy based on the complexity of cluster. It was noticed that two-consonant clusters(CC) were articulated accurately, followed by three-consonant clusters (CCC), whereas four-consonant clusters(CCCC) were challenge for all proficiency levels. The results also revealed that the regular simplification strategies were vowel epenthesis followed by cluster reduction, showing a strong effect of the participants’ first language. Furthermore, sonority sequencing also affected pronunciation coda consonant clusters, as falling-sonority clusters were pronounced more accurately than rising-and mixed-sonority clusters.  Despite the fact that the pronunciation accuracy improved as learners became more proficient, more marked and complex clusters stayed difficult to acquire, even for proficient learners. These findings conclude that first language impact, universal phonological constraints, and progressive aspects influence on Libyan learners in their acquisition of English word-final consonant clusters.