Cebuano-Visayan Interference and Word Articulation of English Phonology Learners

Abstract

Languages inherently vary in features, and individuals aspiring to learn a language beyond their mother tongue may experience linguistic interference. This study examines interference-related errors among foreign language learners of English in the Philippines. Thirty-seven purposively selected foreign language learners of English participated in this study by reading a set of English words categorized according to sound components. Data were analyzed using Corder’s Error analysis model. Most interference-related errors occur with vowel phonemes, as Cebuano-Visayan has only three vowel nuclei: /a/, /i/, /u/, while General American English has significantly more. Moreover, consonant interference-related errors are mostly caused by aspiration and phonemic non-existence.  Also, misarticulation of consonant phonemes does not affect semantics, but it impacts clarity and overall fluency in communication. The study concludes that educators must understand phonological interference to design teaching strategies that help learners overcome language learning complexities caused by first-language habits.