L1 Interference in English Major Students’ Pronunciation at Technical University of Cotopaxi

This study aims to investigate the impact of mother tongue interference (Spanish) on the pronunciation of the phoneme /d/ in different positions among seventh-semester students majoring in English at the Technical University of Cotopaxi. The study employs a mixed approach with a correlational design. The correlation between the variables allows for the analysis of the quantifiable relationship between Spanish as a mother tongue interference and the quality of the pronunciation of the phoneme /d/ in English. The degree and direction of this correlation will help determine whether and to extent the interference has a significant impact on pronunciation. The findings of the study shed light on the challenges faced by students when pronouncing words with the phoneme /d/ in different positions. In the initial position, the interference is characterized by the transference of Spanish tongue positions and aspiration tendencies, leading to the production of [d] instead of the standard English sound, information detailed in the results and discussion section. In the middle position, students exhibit a tendency to apply Spanish flapping and elision patterns, resulting in the articulation of a tap or alveolar flap [ɾ] instead of the expected English sound. In the final position, the influence of Spanish leads some students to voice the English final /d/ even when English requires voicelessness, indicating the persistence of L1 interference. The results emphasize the importance of addressing specific phonetic and phonological aspects that arise due to mother tongue interference in pronunciation training. Understanding the intricate interplay between L1 influence and the articulation of the phoneme /d/ can lead to targeted interventions that enhance students' pronunciation skills and contribute to their overall communicative competence in English