The problems encountered by Tertiary-Level English learners with special emphasis on Segmental and Supra-Segmental Levels.

Abstract

English language learning has become an essential skill in today’s globalized world, particularly for students who need to communicate, present, and participate in discussions. Regional learners of English as a second language face specific challenges due to the inherent differences between their native languages and English, compounded by mother tongue interference. The complexities of semantics, phonetics, phonemes, morphology, and syntax must be addressed to improve language proficiency. The paper explores the segmental and supra-segmental difficulties encountered by tertiary-level learners, particularly focusing on the challenges in pronunciation, stress patterns, intonation, and rhythm. By analyzing the obstacles at the segmental and supra-segmental levels, the paper offers insight into how these challenges can be overcome. The research highlights the importance of a comprehensive understanding of the phonological system in mastering English pronunciation, particularly for students whose first language differs significantly from English. Practical strategies are proposed for addressing these challenges, emphasizing the need for language teachers to integrate phonetic understanding and classroom drills. By enhancing students' pronunciation skills, this research aims to improve their overall linguistic proficiency and communication in English.