An Analysis Of Phonological Interference Of First Language Towards Student’s Pronunciation

This study investigates the phonological interference of the first language (L1) on the English pronunciation of Palopo students. The research aims to identify the types of phonological interference and the factors influencing students’ pronunciation when learning English as a foreign language. Using a descriptive qualitative design, data were collected through pronunciation tests, audio recordings, and interviews. The pronunciation data were analyzed using content and thematic analysis, referring to English phonetic standards from the Oxford Learner’s Pocket Dictionary. The findings revealed three major types of phonological interference: sound addition, sound omission, and sound replacement, with sound replacement being the most dominant type. Common replacement patterns included /ð/ → /d/, /θ/ → /t/, and /v/ → /p/, indicating systematic transfer from the L1 phonological system. The results further showed that L1 influence, lack of pronunciation practice, and low self-confidence were the main factors affecting pronunciation accuracy. These findings suggest that local phonological systems play a crucial role in shaping English pronunciation among multilingual learners. The study implies the need for explicit phonetic instruction, increased pronunciation practice, and affective support in EFL classrooms to minimize L1 interference and enhance students’ intelligibility and confidence in spoken English.