Phonological constraints on English speech production among Kiswahili-speaking learners in Tanzanian technical education: A systematic review
DOI :
https://doi.org/10.51867/AQSSR.3.2.38Mots-clés :
English as a Foreign Language (EFL), Kiswahili-Speaking Learners, Phonological Constraints, Tanzanian Technical EducationRésumé
Oral English communication skills are essential for success in learning and subsequent employment in the Tanzanian vocational and technical education environment, where tasks require effective interactions. However, consistent problems with pronunciation amongst Kiswahili-speaking students reflect a significant lack in the body of research and practice related to teaching English pronunciation, specifically in the area of phonological constraints. This paper examines segmental, suprasegmental, and orthographic constraints that impact spoken English communication and assesses the effectiveness of pronunciation pedagogy in terms of Contrastive Analysis Theory (CAT) and Speech Learning Model (SLM). A comprehensive literature review was conducted based on the guidelines proposed by the PRISMA model. Scopus, Web of Science, and Google Scholar were used to collect relevant articles. The results of the research showed that phonological constraints remain a problem that impedes communication in English. Segmental pronunciation problems occur as a result of the substitution of sounds; suprasegmental constraints impact intelligibility through stress and intonation patterns. In turn, the orthographic constraint reflects the inconsistency between spelling and pronunciation. Each of these phonological constraints is related to first-language transfer, perceptual processing barriers, and insufficient attention to pronunciation instruction. The study shows that existing approaches towards developing English pronunciation skills are insufficient. Therefore, the author suggests adopting explicit pronunciation teaching and learning strategies, increasing teachers’ awareness of phonology-based instruction, and integrating both segmental and suprasegmental aspects of phonological awareness into classroom practices. Also, more attention should be paid to context-based strategies, including audio-visual means of instruction. Moreover, curriculum and educational policymakers should include pronunciation skills as part of communicative competence requirements.
Références
Abdala, J. (2025). Perspectives and practices on using Swahili to teach and learn English in Tanzania's secondary schools. International Journal of Multilingualism, 22(2), 358-378. https://doi.org/10.1080/14790718.2024.2312887
Afzal, N. (2019). A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal, 10(3). https://doi.org/10.2139/ssrn.3465990
Ahsan, M., Asgher, T., & Hussain, Z. (2020). The effects of shyness and lack of confidence as psychological barriers on EFL learners' speaking skills: A case study of South Punjab. Global Regional Review, 5(2), 109-119.
https://doi.org/10.31703/grr.2020(V-II).12
Ambalegin, A., & Afriana, A. (2023). How to perform English word stress on English pronunciation. Anaphora: Journal of Language, Literary, and Cultural Studies, 6(1), 14-27. https://doi.org/10.30996/anaphora.v6i1.8714
Aryadoust, V. (2024). Topic and accent coverage in a commercialized L2 listening test: Implications for test-takers' identity. Applied Linguistics, 45(5), 765-785. https://doi.org/10.1093/applin/amad062
Babayiğit, S. (2022). Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling. Reading and Writing, 35(10), 2453-2472. https://doi.org/10.1007/s11145-022-10259-5
Bahrain, N. K., Sakrani, S. R., & Maidin, A. (2023). Communication barriers in work environment: Understanding impact and challenges. International Journal of Academic Research in Business and Social Sciences, 13(11), 1489-1503. https://doi.org/10.6007/IJARBSS/v13-i11/19498
Bassetti, B., Sokolović-Perović, M., Mairano, P., & Cerni, T. (2018). Orthography-induced length contrasts in the second language phonological systems of L2 speakers of English: Evidence from minimal pairs. Language and Speech, 61(4), 577-597. https://doi.org/10.1177/0023830918780141
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Brosseau-Lapré, F., & Roepke, E. (2022). Implementing speech perception and phonological awareness intervention for children with speech sound disorders. Language, Speech, and Hearing Services in Schools, 53(3), 646-658.
https://doi.org/10.1044/2022_LSHSS-21-00117
Castrillo González, H. (2025). From syllable-timed to stress-timed rhythm: Gesture as a facilitator in English rhythmic training. Epos: Revista de filología, 41, 47-70. https://doi.org/10.5944/epos.41.2025.46612
Duvvuri, A. (2024). Measuring communication skills imperative on employability - An empirical study on impact of communication skills on employability skills among undergraduates. Educational Administration: Theory and Practice, 30(5), 3930-3935. https://doi.org/10.53555/kuey.v30i5.3546
Echols, C. H. (2014). A role for stress in early speech segmentation. In Signal to syntax (pp. 151-170). Psychology Press. https://doi.org/10.4324/9781315806822-12
Fahmie, T. A., Rodriguez, N. M., Luczynski, K. C., Rahaman, J. A., Charles, B. M., & Zangrillo, A. N. (2023). Toward an explicit technology of ecological validity. Journal of Applied Behavior Analysis, 56(2), 302-322. https://doi.org/10.1002/jaba.972
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (Vol. 92, pp. 233-277). York Press.
https://doi.org/10.1177/002383099503800102
Genelza, G. (2022). Phonemic awareness as predictor of word decoding ability among Bachelor of Science in Information Technology students. REiLA: Journal of Research and Innovation in Language, 4(1), 24-40. https://doi.org/10.31849/reila.v4i1.8721
Hassan, W. A. H., Ghabanchi, Z., & Al-Mamoory, S. M. A. (2025). Explicit vs. implicit instruction of phonotactic constraints: Enhancing pronunciation and sensitivity in Iraqi EFL learners. Journal of New Trends in English Language Learning, 4(1), 1-11. https://doi.org/10.57647/jntell.2025.0401.02
Hirschi, K. R. (2024). Mobile-assisted pronunciation training for intelligibility, comprehensibility, and pragmatically appropriate prosody (Publication Number 2024.31297642) [Doctoral dissertation, Northern Arizona University]. https://eric.ed.gov/?id=ED653997
Hosaka, I., & Saito, K. (2026). What promotes success in L2 suprasegmental learning in foreign language classroom settings? The roles of perceptual, cognitive, and experiential individual differences in the acquisition of English word stress. Applied Psycholinguistics, 47, e5. https://doi.org/10.1017/S0142716426100460
Idham, S., Baagbah, S., Mugair, S., Feng, H., & Husseiny, F. A. (2024). Impact of the interviews on the students' speaking skills. Theory and Practice in Language Studies, 14(1), 160-166. https://doi.org/10.17507/tpls.1401.19
Inamjanovna, M. M. (2026). The role of stress, intonation, and rhythm in language systems. Stanford Database Library of International Journal of Literature and Languages, 6(2), 173-175. https://doi.org/10.37547/ijll/Volume06Issue02-40
Jones, T. (2017). Pronunciation with other areas of language. In The Routledge handbook of contemporary English pronunciation (pp. 370-384). https://doi.org/10.4324/9781315145006-23
Kapatsinski, V., Easterday, S., & Bybee, J. (2020). Vowel reduction: A usage-based perspective. Rivista di Linguistica, 32(1), 19-42. https://doi.org/10.26346/1120-2726-146
Karmaker, P. R., & Hasan, R. A. (2025). Graduates' English communicative competence and its impact on academic success: Implications for EFL learning in Bangladeshi public universities. EnJourMe: English Journal of Merdeka, 10(1), 26-40. https://doi.org/10.26905/enjourme.v10i1.15690
Kilangi, C. (2023). Revisiting the use of English as the language of instruction in Tanzanian secondary schools. altralang Journal, 5(3), 259-270. https://doi.org/10.52919/altralang.v5i3.366
Kim, J. (2017). Prosodic transfer of speech rhythm: Substituting fundamental frequency for vowel duration in Korean learners' English speech. Studies in English Language and Literature, 43(4), 181-203.
https://doi.org/10.21559/aellk.2017.43.4.010
Kyara, E., & Mapunda, G. (2022). An appraisal of how Tanzanian secondary school teachers of English use oral corrective feedback strategies in ELT. Journal of Linguistics and Language in Education, 16(2), 1-19. https://doi.org/10.56279/jlle.v16i2.1
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers (1st ed.). University of Michigan Press.
Landerl, K., Castles, A., & Parrila, R. (2022). Cognitive precursors of reading: A cross-linguistic perspective. Scientific Studies of Reading, 26(2), 111-124. https://doi.org/10.1080/10888438.2021.1983820
Langaas, M., & Mujtaba, B. G. (2023). Communication across cultures in the workplace: Swimming in Scandinavian waters. Open Journal of Social Sciences, 11(4), 174. https://doi.org/10.4236/jss.2023.114014
Lasi, F. (2020). A study on the ability of supra-segmental and segmental aspects in English pronunciation. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 426-437. https://doi.org/10.30605/25409190.222
Levis, J. M., & Silpachai, A. O. (2022). Speech intelligibility. In The Routledge handbook of second language acquisition and speaking (pp. 160-173). Routledge. https://doi.org/10.4324/9781003022497-15
Mathews, H., & Cohen, J. (2022). Explicit instruction: A brief review of what we know and next directions for research. In Routledge encyclopedia of education: Educational psychology section. https://doi.org/10.4324/9781138609877-REE20-1
Mramboa, A., & Ligembe, N. (2022). Challenges pupils face in learning phonological skills: A case of Bunda District, Tanzania. East African Journal of Education and Social Sciences, 3(1), 49-60.
https://doi.org/10.46606/eajess2022v03i01.0145
Msuya, E. A., & Mohamed, S. A. (2020). English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar. Studies in African Languages and Cultures, 54, 121-141. https://doi.org/10.32690/SALC54.5
Mwamakula, A. G., & Magashi, S. (2024). Second language learning for sustainable development: Barriers for learners in rural communities. Journal of Issues and Practice in Education, 15(2). https://doi.org/10.61538/jipe.v15i2.1388
Nanai, N. E. (2023). Challenges of teaching and learning of speaking skills in secondary schools in Tanzania. International Journal of Language and Education Research, 5(2), 53-77. https://doi.org/10.29329/ijler.2023.591.3
Nandelenga, H. S. (2022). Phonological processes in the acquisition of Kiswahili: An Optimality Theory perspective. Journal of Linguistic Studies, 34(2), 45-62. https://doi.org/10.7176/JLLL/85-03
Novitasari, L. (2023). Learning English pronunciation through social media TikTok account. Education and Human Development Journal, 8(1), 82-92. https://doi.org/10.33086/ehdj.v8i1.4029
Nshimiyimana, A. (2024). Examining the contribution of phonology to develop students' proficiency in speaking English at secondary schools: Case study of Kayonza District [Master's thesis, University of Rwanda]. Kigali. http://dr.ur.ac.rw/handle/123456789/2615
Paker, T. (2022). An investigation into the profile of an effective language teacher. Üniversitepark Bülten, 11(1), 122-142. https://doi.org/10.22521/unibulletin.2022.111.9
Pawlak, M. (2025). Explicit and implicit (automatized) knowledge of second language pronunciation: Implications for theory, research, and classroom practice. Foreign Language Annals, 58(2), 346-366. https://doi.org/10.1111/flan.12803
Pérez-Ramón, R., Lecumberri, M. L. G., & Cooke, M. (2022). Foreign accent strength and intelligibility at the segmental level. Speech Communication, 137, 70-76. https://doi.org/10.1016/j.specom.2022.01.005
Pham, T. T., Thanh Do, D. T., Hai Dinh, D. T. T., & Nguyen, D. T. T. V. (2025). The impact of communication skills on students entering the labor market: Bibliometric analysis from Scopus database over two decades (2005-2024). International Journal of Research and Innovation in Social Science, 9(5), 4162-4175. https://doi.org/10.47772/ijriss.2025.905000317
Pietraszek, M. (2026). Exploring the role of segmental accuracy in the intelligibility, comprehensibility, and foreign-accentedness of Spanish-accented English. Journal of Second Language Pronunciation, 12(1), 84-113. https://doi.org/10.1075/jslp.25035.pie
Raheem, B. R., & Ghafar, Z. N. (2024). Analysis of punctuation and spelling errors associated with academic writing among Iraqi EFL learners. International Journal of Second and Foreign Language Education, 3(2), 21-30. https://doi.org/10.33422/ijsfle.v3i2.739
Ramadhona, C. L., Syaharani, C. N., Mutmainah, M., & Hasibuan, K. (2024). The implementation of text-based approach within the school-based curriculum in senior high school. Jurnal Kajian Ilmu Pendidikan, 5(1), 81-87. https://doi.org/10.55583/jkip.v5i1.941
Riaz, S., Arshad, M., & Khalil, B. (2023). An analysis of the impact of stress patterns on the pronunciation of English nouns and verbs among Pakistani ESL learners. Pakistan Social Sciences Review, 7(3), 845-857. https://doi.org/10.35484/pssr.2023(7-III)68
Rudin, D. (2022). Intonational commitments. Journal of Semantics, 39(2), 339-383. https://doi.org/10.1093/jos/ffac002
https://doi.org/10.1093/jos/ffac002
Sammour-Shehadeh, R., Kahn-Horwitz, J., & Prior, A. (2023). Spelling English as a foreign language: A narrative review of cross-language influences due to distance in writing system, orthography and phonology. Reading and Writing, 36(8), 2147-2173. https://doi.org/10.1007/s11145-022-10386-z
Sari, N. N. (2022). The psychological factors in learning speaking. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 7(1), 25-43. https://doi.org/10.21462/educasia.v7i1.70
Savira, A., Surono, S., & Abbas, A. (2026). Examining consonant fossilization in EFL teachers' pronunciation: Insights from a case study of a private high school in Yogyakarta. JOLLT Journal of Languages and Language Teaching, 14(2), 627-640. https://doi.org/10.33394/jollt.v14i2.18923
Solity, J. (2022). Instructional psychology and teaching reading: An analysis of the evidence underpinning government policy and practice. Review of Education, 10(1), e3349. https://doi.org/10.1002/rev3.3349
Umar, R. L. U., & Aspany, N. F. (2024). Students' pronunciation skill on the ability of suprasegmental and segmental aspects in English pronunciation. NUSRA: Jurnal Penelitian Dan Ilmu Pendidikan, 5(1), 314-319. https://doi.org/10.55681/nusra.v5i1.2196
Upor, R. A., & Olomy, J. J. (2022). Vowel perception and production in native ki-Swahili speaking children acquiring English as a foreign language. Utafiti, 17(1), 81-106. https://doi.org/10.1163/26836408-15020059
Wan, S. (2021). Language of instruction in Tanzanian secondary schools-English or Kiswahili? European Journal of Foreign Language Teaching, 5(5). https://doi.org/10.46827/ejfl.v5i5.3963
Wang, X. (2022). Segmental versus suprasegmental: Which one is more important to teach? RELC Journal, 53(1), 194-202. https://doi.org/10.1177/0033688220925926
Wu, Y., Noordin, N., & Razali, A. B. (2026). Exploring task-based language teaching in EFL contexts: Instructor perspectives on challenges and effective strategies for enhancing speaking skills. Journal of Qualitative Research in Education, 46, 145-157. https://doi.org/10.54963/jqre.i46.228
Zielinski, B. (2015). The segmental/suprasegmental debate. In M. Reed & J. M. Levis (Eds.), The handbook of English pronunciation (pp. 397-412). https://doi.org/10.1002/9781118346952.ch22
Téléchargements
Publié
Numéro
Rubrique
Licence
© Peter B. Kadilikansimba, Damas P. Mapuga (Author) 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
Comment citer
