Role of Explicit Instruction in the Acquisition of FL Syllable Structure by Yemeni Learners

  • Ameen Ali Mohammed Al-Gamal PhD Research Scholar; Department of Linguistics, University of Kerala, Trivandrum, India
Keywords: explicit instruction, syllable structure, Yemeni EFL learners


     The present intervention study is an attempt to examine the significance of the explicit instruction of English syllable structure on the performance of Yemeni learners of English as a foreign language (FL) in the undergraduate level at Thamar University. A total of 76 subjects took part in the study and were equally divided into control and experimental groups. Moreover, 5 English native speakers participated as a native control group. All groups were pre-tested using English Syllable Structure Task developed by the researcher in the form of a questionnaire. A training in the syllable structure of English followed the pre-test in which only the experimental group was involved. Then Yemeni groups were post-tested with the same task items used in the pre-test. The pre-test results revealed that the achievement of Yemeni EFL groups was below the level. That could be because of the poor coverage of the topic under study at school and university levels in addition to the transfer of L1 syllable structure rules, Arabic, into the L2, English. The post-test results revealed that there was no significant improvement in the achievement of syllable structure of English by the Yemeni control group, however, a significant improvement was observed in the experimental group and this improvement could be due to the explicit training programme conducted on this group.


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