Résumé:
This study explores the impact of dialectal Arabic, the mother tongue of learners in
Mostaganem, Algeria, on their pronunciation skills in EFL pronunciation. Focusing on firstyear middle school pupils, the research utilizes an ethnographic approach to investigate the interplay between mother tongue and EFL pronunciation development. Through classroom observations and semi-structured interviews with teachers, the study aims to identify specific areas where dialectal Arabic influences EFL pronunciation, and to analyze the mechanisms through which this influence manifests. Preliminary findings suggest that while dialectal Arabic contributes to certain pronunciation challenges, other influences stem from French, a second language in the region, and from the complexities of English spelling and orthography.
This research provides insights into the language acquisition processes of EFL learners in a context where multiple linguistic influences converge, offering valuable data for improving EFL teaching strategies and supporting effective pronunciation development.
