A Phenomenon Of Phonetic Discrepancies In English Language Among Secondary Level Students (Punjab, Pakistan): A Survey With Its Ramification

Abstract

This study investigates the phonetic discrepancies encountered by Pakistani Punjabi school students when learning and speaking English. As English is a second language for these students, their native phonological framework often influences their pronunciation, leading to distinct phonetic variations. This research aims to identify, analyze, and categorize the specific phonetic discrepancies observed in their spoken English. Key areas of focus include vowel and consonant articulation, stress patterns, intonation, and syllable structure. By employing a mixed-methods approach that combines phonetic transcription analysis, acoustic phonetic measuremen[1]ts, and perceptual evaluations, the study seeks to provide a comprehensive understanding of the phonetic challenges faced by these learners. The findings indicate that common discrepancies include the substitution of certain English sounds with phonetically similar Punjabi sounds, difficulties in producing certain English consonant clusters, and variations in vowel length and quality. Additionally, the influence of Punjabi tonal patterns often results in atypical stress and intonation in English speech. These discrepancies can affect the intelligibility and fluency of English spoken by Pakistani Punjabi students, posing challenges in both academic and social communication contexts. By highlighting these phonetic discrepancies, the study aims to inform language teaching practices and curriculum design to better address the specific needs of Punjabi-speaking learners of English.